TEACHING MATHS IN ENGLISH AT PRIMARY SCHOOL LEVEL UTOPIA, NIGHTMARE OR REALITY

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F15%3A10306903" target="_blank" >RIV/00216208:11410/15:10306903 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

TEACHING MATHS IN ENGLISH AT PRIMARY SCHOOL LEVEL UTOPIA, NIGHTMARE OR REALITY

Popis výsledku v původním jazyce

The paper presents results of a teaching experiment conducted on a primary school in Prague in a 3rd grade. In the period of 6 months a teaching experiment of teaching mathematics in English to non-native speakers was conducted and analysed to answer the question whether mathematics in Content and Language Integrated Learning (CLIL) is possible on primary school level with A1 learners according to the European Framework Common European Framework of Reference for Languages. The lessons were taught as hard CLIL, i.e. no Czech language was used during the lesson. Two of the lessons were observed by pre-service teachers which was followed by a joint reflection on the lessons (based on their observation sheets). The pupils were asked to fill in a simple questionnaire to express their opinions on what it is like to be doing mathematics in English. The experience from the teaching experiment suggests that CLIL lessons of mathematics at this level are not only possible but also appreciated both by the teacher and the pupils.

Název v anglickém jazyce

TEACHING MATHS IN ENGLISH AT PRIMARY SCHOOL LEVEL UTOPIA, NIGHTMARE OR REALITY

Popis výsledku anglicky

The paper presents results of a teaching experiment conducted on a primary school in Prague in a 3rd grade. In the period of 6 months a teaching experiment of teaching mathematics in English to non-native speakers was conducted and analysed to answer the question whether mathematics in Content and Language Integrated Learning (CLIL) is possible on primary school level with A1 learners according to the European Framework Common European Framework of Reference for Languages. The lessons were taught as hard CLIL, i.e. no Czech language was used during the lesson. Two of the lessons were observed by pre-service teachers which was followed by a joint reflection on the lessons (based on their observation sheets). The pupils were asked to fill in a simple questionnaire to express their opinions on what it is like to be doing mathematics in English. The experience from the teaching experiment suggests that CLIL lessons of mathematics at this level are not only possible but also appreciated both by the teacher and the pupils.

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2015

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

DEVELOPING MATHEMATICAL LANGUAGE AND REASONING

ISBN

978-80-7290-833-2

ISSN

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e-ISSN

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Počet stran výsledku

9

Strana od-do

249-257

Název nakladatele

PedF UK, Praha

Místo vydání

Praha

Místo konání akce

PedF UK, Praha

Datum konání akce

16. 8. 2015

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000377618500026