It is a framework developed to implement the CLIL approach. It refers to the dimensions of a successful CLIL lesson: Content (the subject-specific knowledge, skills, and understanding), Communication (the use of the foreign language to learn and communicate the subject matter content), Cognition (the thinking skills, concept formation (abstract and concrete), comprehension, and language) and Culture (the connection between the learning of both content and language with the cultures of the learner and the foreign language).
Published in Chapter:
Textbooks for Bilingual Mathematics Classrooms: Analyzing the Cognitive Demand of Mathematical Tasks
Jorge Jiménez-Gutiérrez (University of Córdoba, Spain), Elvira Fernández-Ahumada (University of Córdoba, Spain), and Natividad Adamuz-Povedano (University of Córdoba, Spain)
Copyright: © 2022
|Pages: 22
DOI: 10.4018/978-1-7998-9660-9.ch004
Abstract
This chapter is proposed as a response to the demand of research in the field of bilingual mathematics education, specifically centered on the analysis of bilingual teaching resources. Regarding the recent appearance of bilingual programs and the representativity bilingual centres currently have in the region of Andalusia (Spain), it is necessary to know the nature of the pedagogical resources that are being used. Thus, the authors selected three series of mathematics textbooks (bilingual and non-bilingual, for the 1st grade of secondary education) that were analyzed by classifying the set of mathematical activities they contain. For the comparison among textbooks, authors used a classification that splits the sample into seven different types of tasks. Additionally, for each task the level of cognitive demand was also indicated. The results show that, although there are slight differences between bilingual and monolingual books, most of the learning opportunities offered in all of them are based on routine activities rather than on more cognitively demanding problems.