Abstract
The chapter will focus on teaching Mathematics through CLIL (Content and Language Integrated Learning) in remote and hybrid settings due to the pandemic. After highlighting the main pillars of CLIL, the chapter will try to investigate the opportunities and challenges of CLIL in Math in these new and unprecedented educational scenarios. Examples of repositories, webtools, digital boards used by teachers for remote CLIL teaching will be described as a way to foster students’ engagement, interaction and interactivity. Excerpts from the interviews with a sample of Italian Math teachers engaged in CLIL activities during the pandemic will be reported as evidence of the potential of CLIL activities in Math also in remote and hybrid school contexts. Despite the challenges due to the pandemic, the teachers were able to deliver Math content in a meaningful way, through a problem-based or project-based learning approach which could facilitate and enhance the understanding of CLIL tasks. Communication and interaction among the students and with the teachers were fostered through the discussion, explanation and negotiation of the different CLIL activities, alternating both the L1 and the L2, adopting the practice of translanguaging, which can really work in a CLIL environment.
This Chapter stems from the collaborative work of the authors. In particular, Maria Guida is the author of paragraphs 3, 5, 6. Letizia Cinganotto is the author of paragraphs 1, 2, 4, 7, 8. Abstract, Conclusions and References have been written collaboratively.
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Notes
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- 2.
- 3.
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- 5.
The teacher is Michela Pinna. The link to the Padlet: https://padlet.com/changeling/twi3lt50xc0g.
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- 7.
The teacher is Maia Porombrica. The link to the Padlet: https://padlet.com/porombricamaia/xb3tbqg2ayxl.
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Guida, M., Cinganotto, L. (2022). Remote Teaching and Learning Math in English Through CLIL. In: Ivanović, M., Klašnja-Milićević, A., Jain, L.C. (eds) Handbook on Intelligent Techniques in the Educational Process. Learning and Analytics in Intelligent Systems, vol 29. Springer, Cham. https://doi.org/10.1007/978-3-031-04662-9_3
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