TY - GEN
T1 - The Role of 'CLIL Integrated Mental Math Enhancement Technique' In Mathematical Reasoning Abilities of Secondary School Children
AU - Bairy, Shailaja
AU - Inamdar, Neeta
N1 - Funding Information:
I express my sincere thanks to Department of European Studies, MAHE for providing me with the library resources. I would also like to thank Madhava Kripa School for integrating this research into the school curriculum.
Publisher Copyright:
© The Electrochemical Society
PY - 2022
Y1 - 2022
N2 - This action research is anchored on exploring a teaching method that innovatively blends 'mental math enhancement techniques' with David Marsh's CLIL (Content and Language Integration in Learning) pedagogy. Both these stand as fundamental factors and profoundly influence the quality of mathematics learning. The decline in mathematical reasoning abilities of students has become a growing concern over the years. This research makes an effort towards addressing this by strengthening the basic mathematical concepts with the help of above method. The study aimed at investigating the effectiveness of the program by determining if there is (a) a difference in pre- and post-test scores. (b) significant increase in student attitude towards mathematics, (any change in self-concept and attitude before and after the program) 116 students of Grade 6, 7, and 8, divided into groups through stratified sampling participated in the weekly arithmetic sessions, daily quiz activities, math communications/number talks, and language integrated CLIL sessions. This 'curriculum-integrated research' employed experimental method using pre-test & post-test experimental group design. The results revealed that the CLIL integrated/mental math enhancement technique significantly improved the mathematical reasoning abilities in a particular class. The attitudes towards the subject also proved to rely positively on mathematical performance and vice versa.
AB - This action research is anchored on exploring a teaching method that innovatively blends 'mental math enhancement techniques' with David Marsh's CLIL (Content and Language Integration in Learning) pedagogy. Both these stand as fundamental factors and profoundly influence the quality of mathematics learning. The decline in mathematical reasoning abilities of students has become a growing concern over the years. This research makes an effort towards addressing this by strengthening the basic mathematical concepts with the help of above method. The study aimed at investigating the effectiveness of the program by determining if there is (a) a difference in pre- and post-test scores. (b) significant increase in student attitude towards mathematics, (any change in self-concept and attitude before and after the program) 116 students of Grade 6, 7, and 8, divided into groups through stratified sampling participated in the weekly arithmetic sessions, daily quiz activities, math communications/number talks, and language integrated CLIL sessions. This 'curriculum-integrated research' employed experimental method using pre-test & post-test experimental group design. The results revealed that the CLIL integrated/mental math enhancement technique significantly improved the mathematical reasoning abilities in a particular class. The attitudes towards the subject also proved to rely positively on mathematical performance and vice versa.
UR - https://www.scopus.com/pages/publications/85130560740
UR - https://www.scopus.com/pages/publications/85130560740#tab=citedBy
U2 - 10.1149/10701.9517ecst
DO - 10.1149/10701.9517ecst
M3 - Conference contribution
AN - SCOPUS:85130560740
T3 - ECS Transactions
SP - 9517
EP - 9541
BT - ECS Transactions
PB - Australian Institute of Physics
T2 - 1st International Conference on Technologies for Smart Green Connected Society 2021, ICTSGS 2021
Y2 - 29 November 2021 through 30 November 2021
ER -