Page 406 - 8th European Congress of Mathematics ∙ 20-26 June 2021 ∙ Portorož, Slovenia ∙ Book of Abstracts
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MATHEMATICS IN EDUCATION (MS-19)
Using the CLIL approach in teaching maths in the fourth grade
Silva Bratož, silva.bratoz@pef.upr.si
University of Primorska, Slovenia
Coauthors: Vid Verdev, Sanela Hudovernik
The present paper focuses on teaching English and mathematics in primary school using the
content and language integrated learning (CLIL) approach. In practice, the CLIL approach
implies that learners use a foreign language as a medium to study subjects, such as natural
sciences, geography, or mathematics which are usually taught in the first language. There are
several benefits of using the CLIL approach in teaching a foreign language in primary school.
For the purpose of our research the most important benefits can be seen in the fact that CLIL en-
ables the learner to access subject-specific target terminology, it provides opportunities to study
content through different perspectives and at the same time allows learners to gain advanced un-
derstandings of subject-specific content (Coyle et al 2010, Klimova 2012). Another important
advantage is that it enhances a higher level of cross-curricular integration. In order to explore
the efficiency of using the CLIL approach in teaching English and mathematics, we carried out
an experiment in which we compared the control group of pupils who had a mathematics lesson
in Slovenian with the experimental group in which the same lesson was conducted in the English
language. The sample consisted of 133 primary school pupils in the fourth grade (aged 9/10)
from three different schools in Slovenia. The results of the post test showed that the classes
which were taught in Slovene were generally more successful than the CLIL classes. However,
in the majority of the items tested, there were no statistically significant differences and the
aims have been achieved by both, the control and experimental groups. This suggests that CLIL
can be seen as an efficient approach in teaching selected mathematical content through English.
Keywords: Content and Language Integrated Learning (CLIL), English as a foreign language,
mathematics, cross-curricular integration
References
[1] Coyle, D., Hood, P. in Marsh, D. (2010). CLIL: Content and Language Integrated Learn-
ing. Cambridge: University Press
[2] Klimova, B. F. (2012). CLIL and the teaching of foreign languages. Procedia-Social and
Behavioral Sciences, 47, 572-576.
Approaches of gifted pupils to solving algebraic word problems
Irena Budínová, irena.budinova@seznam.cz
Masaryk University, Faculty of Education, Czech Republic
Gifted students, and especially mathematically gifted students, differ from other students in
their approach to solving mathematical problems. As the complexity of mathematical problems
increases in pupils of the 2nd grade of primary school, it is difficult to monitor these differences
in pupils only from the success in the test. There are even tasks in which gifted pupils may be
less successful than other pupils. The paper will briefly discuss the issue of educating gifted
students in mathematics and one algebraic word problem will illustrate how more complex
thinking of gifted students can affect their success in the test task.
404
Using the CLIL approach in teaching maths in the fourth grade
Silva Bratož, silva.bratoz@pef.upr.si
University of Primorska, Slovenia
Coauthors: Vid Verdev, Sanela Hudovernik
The present paper focuses on teaching English and mathematics in primary school using the
content and language integrated learning (CLIL) approach. In practice, the CLIL approach
implies that learners use a foreign language as a medium to study subjects, such as natural
sciences, geography, or mathematics which are usually taught in the first language. There are
several benefits of using the CLIL approach in teaching a foreign language in primary school.
For the purpose of our research the most important benefits can be seen in the fact that CLIL en-
ables the learner to access subject-specific target terminology, it provides opportunities to study
content through different perspectives and at the same time allows learners to gain advanced un-
derstandings of subject-specific content (Coyle et al 2010, Klimova 2012). Another important
advantage is that it enhances a higher level of cross-curricular integration. In order to explore
the efficiency of using the CLIL approach in teaching English and mathematics, we carried out
an experiment in which we compared the control group of pupils who had a mathematics lesson
in Slovenian with the experimental group in which the same lesson was conducted in the English
language. The sample consisted of 133 primary school pupils in the fourth grade (aged 9/10)
from three different schools in Slovenia. The results of the post test showed that the classes
which were taught in Slovene were generally more successful than the CLIL classes. However,
in the majority of the items tested, there were no statistically significant differences and the
aims have been achieved by both, the control and experimental groups. This suggests that CLIL
can be seen as an efficient approach in teaching selected mathematical content through English.
Keywords: Content and Language Integrated Learning (CLIL), English as a foreign language,
mathematics, cross-curricular integration
References
[1] Coyle, D., Hood, P. in Marsh, D. (2010). CLIL: Content and Language Integrated Learn-
ing. Cambridge: University Press
[2] Klimova, B. F. (2012). CLIL and the teaching of foreign languages. Procedia-Social and
Behavioral Sciences, 47, 572-576.
Approaches of gifted pupils to solving algebraic word problems
Irena Budínová, irena.budinova@seznam.cz
Masaryk University, Faculty of Education, Czech Republic
Gifted students, and especially mathematically gifted students, differ from other students in
their approach to solving mathematical problems. As the complexity of mathematical problems
increases in pupils of the 2nd grade of primary school, it is difficult to monitor these differences
in pupils only from the success in the test. There are even tasks in which gifted pupils may be
less successful than other pupils. The paper will briefly discuss the issue of educating gifted
students in mathematics and one algebraic word problem will illustrate how more complex
thinking of gifted students can affect their success in the test task.
404
