Exploring innovative interconnection between Project Based Teaching in Mathematics and CLIL

Recent research findings indicate the need for narrowing the gap between the sciences and languages, through student-centred pedagogies in a dynamic classroom. Mathematics, being inherently unique and closely connected to both ‘Sciences’ and ‘Humanities’ is at the heart of effective thinking. Coupling these proved to be mutually beneficial for the subjects and impacted positively on quality of learning. Moreover, the learning in 21st century is driven not only by mastery of content but also by producing, synthesizing and evaluating information from a wide variety of subjects and sources, with an understanding of and respect for diverse cultures. It implies that the active exploration of real world challenges and problems helps deeper understanding of the subject. Integration of Multidisciplinary Project Based Teaching (PBT) [that anchors on principles of Content and Language Integrated Learning (CLIL)] into school curriculum, meets the requisites for ‘learning for life and work’ in the 21st century. This evidence-based research paper illustrates and explores the ISA (British Council’s International School Award) multidisciplinary project, CLIL project; both being the methods that could innovatively blend mathematics with languages. Authors’ experience-based reflections of such multidisciplinary projects (local/international) integrated with CLIL approach and Math Navigator micro-projects by ABC Company (name changed for anonymity) form the basis for a new workable/flexible pedagogical plan provided in this paper. This newly designed project plan hopes to serve as a ready-reckoner for 21st century educators. It is very relevant in today’s post–COVID scenario of education and implementation of National Education Policy (NEP) 2020 in India.