CLIL Modules in the mathematics classroom - reasons for their implementation and first empirical results.

Autor/in	Prüfer, Katharina
Titel	CLIL Modules in the mathematics classroom - reasons for their implementation and first empirical results.
Quelle	Aus: Breidbach, Stephan (Hrsg.); Viebrock, Britta (Hrsg.): Content and language integrated learning (CLIL) in Europe. Research perspectives on policy and practice. Frankfurt am Main: P. Lang (2013) S. 251-266Verfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-631-64400-3
Schlagwörter	Empirische Untersuchung; Interview; Sekundarstufe I; Sekundarstufe II; Gymnasium; Lernmotivation; Unterrichtssprache; Bilingualer Unterricht; Mehrsprachigkeit; Englisch; Mathematikunterricht; Deutschland
Abstract	In this article arguments are firstly discussed why the English language could be used in CLIL modules in the subject Mathematics. Those arguments form the basis of the author's PhD project which aims at investigating CLIL modules in Mathematics in the German secondary and high school context. The focus of the research project is on the development of the students' motivation for Mathematics during a CLIL module. Thus, the concept motivation and its investigation are discussed. Based on this, the PhD project is presented. Results of students' interrogations which were conducted in a CLIL module in Mathematics are put forward. This module was conducted in the beginning of the author's ongoing PhD project and served as a first contact with the research field. Methodological questions were not addressed thoroughly in this module. Finally, implications of this module for the main study will be presented. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/2