MathCLIL

CONTENT AND LANGUAGE INTEGRATED LEARNING

 

 

MAT CLIL is a teaching method for mathematics that combines the learning of mathematics with the learning of a foreign language. It is an abbreviation ofMathematics Content and Language Integrated Learning. With this method, students not only acquire mathematical knowledge but also improve their language skills in a foreign language. MAT CLIL allows for interdisciplinary knowledge acquisition, enabling students to better understand and assimilate new content.

 

 

The MAT CLIL method is particularly useful in international schools where students learn in a foreign language, but it can also be applied in other educational institutions. By implementing MAT CLIL, teachers have the opportunity to integrate different fields of study and develop students' language competencies.

 

Thanks to MAT CLIL, students can broaden their horizons both mathematically and linguistically, which better prepares them for future professional and academic challenges. This method encourages creative thinking and the development of analytical skills.

 

ASSUMPTIONS OF THE TEACHING PROGRAM IMPLEMENTED AT X GENERAL SECONDARY SCHOOL NAMED AFTER STEFAN BANANACH IN TORUN

 

 

The program is developed in accordance with the legal basis contained in the following documents:

 

  • ACT of December 14, 2016 on Educational Law (Journal of Laws of 2017, item 59).
     
  • ACT of December 14, 2016 on Introductory Provisions for the Educational Law (Journal of Laws of 2016, item 60).
     
  • Regulation of the Minister of National Education of March 17, 2017, on the detailed organization of public schools and public kindergartens (Journal of Laws of 2017, item 649)
     
  • Regulation of the Minister of National Education of March 28, 2017, on framework curricula for public schools (Journal of Laws of 2017, item 703)
     
  • Regulation of the Minister of Education of August 1, 2017, on detailed qualifications required from teachers (Journal of Lawsof 2017, item 1189)
     
  • Regulation of the Minister of Education of June 28, 2024, amending the regulation on the core curriculum for general secondary schools, technical schools, and vocational schools of the second degree.
     

In the latest update, the authors of the MAT CLIL program used in this subsection the first page of an exceptionally well-prepared presentation in terms of content titled Bilingual Education – Legal Basis. The author of this presentation is Ms. Anna Ornat. The entire presentation contains much more content and is highly recommended for anyone interested in bilingual education.

 

The program is aimed at students in bilingual Polish-English classes at the IV educational level, covering post-gymnasium schools
and post-secondary schools. The program is also directed at teachers who teach other subjects in these classes, as well as at students
and teachers from other schools with classes of a similar profile.

 

Teaching a foreign language through mathematics provides many opportunities for speaking, writing, listening, and reading in that language, which facilitates the quick acquisition of the skills necessary to use the language fluently.

 

On the other hand, learning new mathematical content in two languages promotes a deeper understanding of it. A student who reads the definition of a new concept in their native language generally reads it superficially, whereas the process of translating the definition of a new concept from a foreign language word by word
into a logical whole helps to focus attention on the topic. Mathematics is equipped with symbolism commonly used worldwide.
This significantly facilitates the quick understanding of mathematical content in a foreign language.

 

Moreover, many mathematical concepts in English have intuitive names, for example, the function flooris the equivalent of Integer Partwhere the English name greatly facilitates the understanding and assimilation of new content, as it evokes the appropriate image in our imagination. Other names, such as distributive law(distributive property) refer in Polish to distribution, that is, separation.

 

Finally, mathematics is not an isolated discipline from others, and therefore the range of vocabulary taught is not limited to mathematical concepts. In mathematics, we often refer to problems related to physics, chemistry, geography, statistics, banking,
and in this regard, students naturally learn new words and phrases in the new language.

 

In terms of the intellectual development of the student, our program focuses on:

  • awakening interest in mathematics, language, and Anglo-Saxon culture,

  • expanding the vocabulary of concepts and expressions in English related to mathematics,
  • developing skills in filtering and processing information,
  • the education of skills in operating abstract concepts,
  • the education of skills in correct analysis, reasoning, justification, and presenting one's thoughts in both languages.
  • the education of skills in precise formulation of statements in both languages,
  • acquisition of skills in applying computer and information technology.
  • creation of a knowledge and skills base for achieving a positive result in the high school graduation exam in mathematics with the option in English, if the student wishes or needs to choose this option.

 

In terms of personality development, we expect an attitude characterized by:

  • tolerance and openness to intercultural dialogue,
  • culture of discussion,
  • curiosity and creativity,
  • the ability to collaborate in a group, independence, and critical thinking.

 

 

PROCEDURES FOR ACHIEVING BILINGUAL EDUCATION GOALS

 

Schedule of classes

 

Throughout the mathematics learning cycle in bilingual classes, students have the same number of lesson units per week as in non-bilingual classes, with one lesson unit per week being divided into groups.

 

 

Teaching aids in English

 

Work sheets in English are mostly original works of teachers. They serve a dual purpose:

  • to review and deepen mathematical content recently learned in Polish
  • to gradually familiarize with expressions related to mathematical content in English.

 

 

Mathematics tests in English

 

The contents and formulations in mathematics tests in English contain similar or even the same instructions as in the work sheets, and as a result,
students do not have problems understanding their content. However, students can formulate solutions in any language. The teacher only assesses the mathematical content.

 

 

Mathematics Classroom Equipment

 

Modern classroom equipment promotes various forms of interactive mathematics realization. The elements listed below are not
fully complete:

 

• basic classroom furniture (desks, chairs, cabinets, shelves, appropriate curtains),

• interactive whiteboard, projector, computer, and internet access,

• traditional board,

• models of spatial figures,

• wall displays of mathematics in English.

 

Moreover, in lessons, we increasingly allow access to mathematical content via mobile phones, for example, when discussing formulas for factoring, students practice tasks contained in the Factoring special products file, which they can easily access through the appropriate MAT CLIL subject page.

 

 

Film Library

 

An important element of learning a foreign language is listening to and watching original film materials in that language.

They are available on the website. The most commonly used include:Math Planet, Khan Academy, Humber Math Centre, Art of problem solving, Math mini.

 

 

Software
 

The classroom is equipped with interactive whiteboards, computers, and projectors. This makes it possible to visualize many mathematical concepts through software. The two most commonly used programs are:

 

  • Geogebra – a multilingual program for use in algebra and geometry,
  • WolframAlpha – a mathematical program that operates online.

 

TEACHING AND ASSESSMENT PRINCIPLES IN THE CONTEXT OF BILINGUALISM

 

Teaching methods for the subject are consistent with the principles outlined in Polish mathematics textbooks, which are described in detail there. Additionally, we adopt the following principles regarding three fundamental issues related to bilingual teaching:

 

 

Verbal communication

 

Due to the specifics of the bilingual class, lessons are entirely conducted in Polish by design, while group lessons are conducted in English. This division is not rigid, as the most important goal of the lesson is for the student to understand the mathematical content.

 

 

Written work

 

Work sheets, tests, and quizzes are provided to students in both English and Polish, as students should practice new concepts
in both languages.

 

 

Assessment

 

In assessing work, students are evaluated solely on their mathematical skills. This means that during the written assessment, students may use a dictionary and may ask the teacher for translation of English content into Polish. Classwork must be formulated so that the foreign language does not pose a barrier. The assessment of language skills related to vocabulary or mathematical expressions belongs to the teacher
of English.

 

Author: Barbara Kot

X LO Stefan Banach High School in Toruń

2026