Use of the CLIL method in teaching mathematics at lower secondary school level
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F20%3A10413095" target="_blank" >RIV/00216208:11410/20:10413095 - isvavai.cz</a>
Výsledek na webu
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DOI - Digital Object Identifier
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Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Use of the CLIL method in teaching mathematics at lower secondary school level
Popis výsledku v původním jazyce
The paper focuses on Content and Language Integrated Learning (CLIL). The term stands for the teaching of a non-language subject through the medium of a second or foreign language. The teaching has content-oriented and language-oriented goals. The aim of the presented research study was to plan, conduct and evaluate a two-month-long process of using CLIL in mathematics lessons at lower secondary school level. In the teaching experiment, the impact of the connection of mathematics and English language on pupils' motivation and mathematics knowledge was explored. The experimental lessons focused on the topics of ratio, direct and inverse proportion. The main method used in the experiment was action research. Other applied methods were quantitative methods (questionnaires) and qualitative methods (interview and mediated observation). The experiment proved that the implementation did not have any negative impact on pupils' motivation, knowledge and activity in the lessons.
Název v anglickém jazyce
Use of the CLIL method in teaching mathematics at lower secondary school level
Popis výsledku anglicky
The paper focuses on Content and Language Integrated Learning (CLIL). The term stands for the teaching of a non-language subject through the medium of a second or foreign language. The teaching has content-oriented and language-oriented goals. The aim of the presented research study was to plan, conduct and evaluate a two-month-long process of using CLIL in mathematics lessons at lower secondary school level. In the teaching experiment, the impact of the connection of mathematics and English language on pupils' motivation and mathematics knowledge was explored. The experimental lessons focused on the topics of ratio, direct and inverse proportion. The main method used in the experiment was action research. Other applied methods were quantitative methods (questionnaires) and qualitative methods (interview and mediated observation). The experiment proved that the implementation did not have any negative impact on pupils' motivation, knowledge and activity in the lessons.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
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OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
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Návaznosti
S - Specificky vyzkum na vysokych skolach
Ostatní
Rok uplatnění
2020
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
PROCEEDINGS OF THE 17TH INTERNATIONAL CONFERENCE EFFICIENCY AND RESPONSIBILITY IN EDUCATION 2020 (ERIE 2020)
ISBN
978-80-213-3022-1
ISSN
2336-744X
e-ISSN
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Počet stran výsledku
6
Strana od-do
249-254
Název nakladatele
Jiří Fejfar
Místo vydání
Praha
Místo konání akce
Praha
Datum konání akce
4. 6. 2020
Typ akce podle státní příslušnosti
EUR - Evropská akce
Kód UT WoS článku
000617029800033