Abstract
The paper focuses on the issue of the use of authentic mathematics textbooks vs. translated materials as a source of tasks and problems when teaching mathematics through CLIL (Content and Language Integrated Learning, i.e. partly in a non-mother tongue) on primary and lower secondary school level. It is a part of a larger research project in which the author analyses non-mathematical contents of mathematics textbooks and other learning materials.
In this paper attention is drawn to the fact that the non-mathematical contents of a textbook designed for learners with a different mother tongue and with a different cultural background may represent an additional obstacle the teacher will have to face when planning a CLIL lesson. She illustrates the cons and pros of problems posed by teachers in L2, of problems from an authentic textbook designed for L1 learners and of problems from a CLIL textbook.
The paper is of interest both to teacher trainers working in the CLIL environment and to pre- and in-service teachers who are planning to use the CLIL method in their lessons.