This article focuses on the problem of implementing the integrated learning of Mathematics and English by future Mathematics teachers based on the Content and Language Integrated Learning (CLIL) model. Our review of the literature confirms that this method is considered to be an effective approach to the formation and development of students' subject knowledge and foreign language skills. This technology is significant for the professional training of future Mathematics teachers since they should be competent in both Mathematics and foreign language to effectively teach today's schoolchildren. A student questionnaire was conducted and its analysis shows that students believe that CLIL will benefit them in the process of their professional training. Since the CLIL approach is multidimensional process, its implementation requires thorough preparation. This paper demonstrates and describes some specific steps in the preparatory stage for implementing the CLIL approach for the professional training of future Mathematics teachers: determining mathematical course, choosing its specific themes (units), planning for expected results, designing the organizational features of the educational process using the CLIL method and designing the appropriate teaching and methodological support. The possible variant for designing the preparatory stage for the integrated teaching and learning of "Number Theory" and English is suggested. It is demonstrated that the Mathematical and foreign language component of the expected educational outcomes need to be distinguished. The educational process should involve a special system of multilevel bilingual assignments. It also should have some special preconditions and joint activities of Mathematics and English teachers.
The article analyzes the results of determination of students'-future math teachers' beliefs about the state of their preparation for future professional activities. The measurement and qualitative analysis of students' beliefs concerning their future profession is an important pedagogical problem. The measurement analysis of Ukrainian students' value beliefs (future Mathematics teachers) with the help of the methods proposed in the TEDS-M project are compared with the results of analogical investigations in Russia. The beliefs about the nature of mathematics; beliefs about learning mathematics and students' mathematics abilities; students' beliefs about their preparedness level to professional activity were compared. Also "problem zones" for Ukrainian students' value beliefs were reviled.
The content of mathematics education takes on a specific form of existence in a variety of shellsverbal and non-verbal, which are created with the help of sign and symbol means of a different nature. The language is the main means. In teaching signs and symbols perform a substitutional, cognitive, and communicative function; build up an informational basis of students' learning activities. In mastering learning contents signs and symbols are the subject of study, and an instrument of knowledge. Operating sign and symbolic means is a necessary component of students' learning activities, which is directly related to semiosis in students' training activities and enrichment of the conceptual structures possessed and acquired by the students. Mastering different means of fixing the training material contents and every kind of sign and symbolic activity, namely-substitution, coding (decoding), schematization, and modeling is the basis of the information culture and a prerequisite for the development of each student's personality. The selection and use of sign and symbol means should be made on the basis of the analysis of conflicts between the logical and visual. Such conflicts may have not only an objective, historically conditioned character. Most often they are generated by subjective factors-the advent of the students' misunderstanding of the contents of the material and the negative attitudes to the possibility to understand the content, inability to place content in different sign and symbolic shell, the presence of adhesions (but not a dialectical unity) of content and form which were formed in the prior learning students' experience, etc. Adequate conditions for the training and development of all students in the course of mathematics acquisition are created through a comprehensive, systematic and activity approaches to the use of verbal and non-verbal sign and symbol means. Thus, the new goal in teaching mathematics is the ensuring of the two processes unity: the formation of subject knowledge, skills and abilities, on the one hand, and the experience of independent sign and symbolic activities of students, on the other hand.
The article addresses main questions of training future teachers of mathematics in Ukraine. The offered training model can be used in the classes for teaching methods of mathematics. This model provides theoretical and practical training of students with fully described stages of such classes. The correspondent system of methodological tasks for the formation of methodological competencies, enabling to use modern educational technology during educational activities was constructed. The article describes the problem of teaching students to use dialogue educational technology on mathematics lessons. It offers students a system of task with great examples how to prepare math class using such dialog technology.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.