CLIL method to increase students' motivation in studying mathematics at higher technical school

Abstract

The article looks into the issue of improving students’ motivation during the study of Mathematics. This study focuses on the implementation of the С2 model within CLIL-approach while teaching Elementary Mathematics to students in higher technical educational institutions. The research analyzed the influence of teaching methods, modes, and resources, which can be used to support the teaching of mathematical discipline in English and improve students' motivation. The paper describes the types of students' activities in the course of the developed classes. The study presents the types of tasks, content support, and language support that contribute to student motivation, student-teacher interaction as well as the development of thinking, reasoning skills. The article shows consolidated activities of all the teachers engaged in teaching in experimental groups, and aimed at developing the syllabus and "bank" of learning support materials. This paper also discusses the requirements and recommendations, complying with which contributed to the positive dynamics in students' achievement motives, their cognitive motives, learning, and vocational motives. There was ground to conclude that the conducted course in Elementary Mathematics on the basis of the CLIL method had a positive effect on improving students’ interest in mathematics as well as their motivation.