Abstrakt
The paper focuses on skills of future teachers of mathematics when planning CLIL lessons (Content and Language Integrated Learning, i.e. partly in a non-mother tongue) to pupils up to the age of 12. The paper presents results of a detailed analysis of preservice teachers' mathematics lesson plans developed within the frame of an undergraduate course at the Faculty of Education, Charles University.
In the research study reported in this paper the authors focus on how higher order thinking skills and their development are addressed in the lesson plans and whether the pre-service teachers are aware of the need to target more than just lower order thinking skills. Development of higher order thinking skills might be more intricate when teaching in a non-mother tongue but must never be given up entirely.
The findings from this analysis are of interest to teacher educators in general, to researchers interested in CLIL as well as to practicing teachers.