SITUATIONS SUITABLE FOR TEACHING MATHEMATICS THROUGH CLIL (CONTENT AND LANGUAGE INTEGRATED LEARNING)
Abstract
The paper focuses on teaching mathematics through CLIL (Content and Language Integrated Learning), a method of growing importance in the increasingly global world. In the theoretical part the authors discuss Coyle's four Cs' of CLIL and try to link this theory to Brousseau's Theory of Didactical Situations looking for the properties of a well-developed CLIL lesson in both perspectives.
In the following part they propose types of tasks, problems and situations that can be used when teaching mathematics through CLIL. They also analyse problems posed by pre-service teachers in a compulsory CLIL seminar and show their strengths, potential and possible shortcomings.
The paper is of importance to math educators as well as pre- and in-service teachers as it shows how to use the CLIL method efficiently and for the benefit of learners.