How can we promote students to work together with mathematics? In this intervention study, groups of students in a multilingual upper secondary mathematics classroom were promoted to work together to solve mathematical problems instead of doing individual work in textbooks. Different tools were developed in a cyclic process to help students develop their reasoning and communication abilities in mathematics. In the study, focus was on the changes that occurred in the student-tostudent interactions, what caused the changes and what conclusions could be drawn about the complexity concerning interactions in multilingual mathematics classrooms.

How can we promote students to work together with mathematics? In this intervention study, groups of students in a multilingual upper secondary mathematics classroom were promoted to work together to solve mathematical problems instead of doing individual work in textbooks. Different tools were developed in a cyclic process to help students develop their reasoning and communication abilities in mathematics. In the study, focus was on the changes that occurred in the student-tostudent interactions, what caused the changes and what conclusions could be drawn about the complexity concerning interactions in multilingual mathematics classrooms.