INTERCULTURAL FEATURES AND THE THEME OF TRAVELLING IN BILINGUAL MATHEMATICS LESSONS
Journal Title: Problems of Education in the 21st Century - Year 2016, Vol 72, Issue 8
Abstract
The present qualitative research is focused on bilingual mathematics education. The research presents fndings of a case study of one bilingual Slovak and English mathematics 40-minute lesson within an after school elective bilingual mathematics course running weekly since October, 2015. The lesson took place in March, 2016, and was attended by nine learners aged 12-13, eight boys and one girl. The learners are cases of successive school additive bilingual education. The elective course as a whole is a case of immerse bilingual educational programme. In terms of sociolinguistic settings, the course lessons are cases of bilingual education with external second language. The researcher designed and realized the course lessons in terms of CLIL approach, i.e. Content and Language Integrated Learning. The main aim of the case study was to examine if bilingual mathematics instruction does or does not prevent learners from solving math word problems. Secondly, the analysis of transcription of the lesson audio-record served for identifcation of intercultural features which might hinder the learning process. The analysis of the transcribed audio-record indicates that the bilingual context did not prevent students from solving math word problems, although each of the students worked at their individual rate. On the other hand, some students were confused by the comma as a thousands-separator in multi-digit numbers, and this actually hindered their learning and problem solving process. This fact has been identifed as an intercultural difference which had to be explicitly explained to the students. In order to lessen the possible negative influences of bilingual context on mathematics education, teachers need to predict students’ responses to various intercultural differences which students are unfamiliar with.
Authors and Affiliations
Zuzana Naštická
Keywords
Related Articles
- EP ID EP35442
- DOI -
- Views 353
- Downloads 0
INFINITY: AN INTERDISCIPLINARY ACCESS KEY TO PHILOSOPHICAL EDUCATION THROUGH MATHEMATICS
In some previous contributions of mine written for Scientia Educologica’s journals (Bussotti 2012; Bussotti, 2013; Bussotti, 2014) I dealt with the possible use of history of mathematics and science inside mathematics an...
THE LEVELS OF CRITICAL THINKING TENDENCIES IN ARCHITECTURAL EDUCATION
Students who receive architectural education are expected to be individuals who can think critically. For this reason, it becomes a necessity to cultivate creative individuals who are curious, inquiring and multifaceted...
HUNGARIAN SECONDARY SCHOOL STUDENTS’ PHYSICAL ACTIVITY PATTERNS WITH REGARD TO GENDER
The rationale behind the research is the Hungarian government’s decision to introduce daily physical education lessons in schools. The system was expanded to all grades by the 2016/2017 academic year. It aims to improv...
QUANTITATIVE AND QUALITATIVE MEASURES OF PERCEIVED PREVALENCE OF ACADEMIC INTEGRITY PROBLEMS AMONG LECTURERS OF TERTIARY INSTITUTIONS IN KWARA STATE, NIGERIA
This paper presents the report of quantitative and qualitative measures of perceived prevalence of academic integrity problems among lecturers of tertiary institutions in Kwara State, Nigeria. Participants comprised 56...
TEACHINg TO LEARN SCHOOL – CHALLENgES FOR BIOLOgy EDUCATION IN KNOWLEDgE-BASED SOCIETy
School is usually perceived as an institution transferring knowledge, fulflling educational tasks and realising educational objectives. The slogan ‘the learning organisation’ fashionable and popular since the nineties o...