The Impact of a Bilingual Methodology on Mathematics Learning

Abstract

In the contemporary educational landscape, competency-based, problem-solving centered work in the domain of school mathematics exerts a significant influence on current educational practices. This influence is primarily manifested through its promotion of the development of mathematical activity processes, which serve as the foundation for problem-solving in diverse academic settings. The overarching objective of this research endeavor was to assess the impact of the implementation of the Content and Language Integrated Learning (CLIL) methodology in fostering mathematical competencies through problem-solving in primary school students enrolled at the public educational institution Normal Superior de Envigado. The research was grounded in a positivist paradigm, emphasizing quantitative analysis. It employed a hypothetical deductive approach, characterized by a trans-temporal and contemporary orientation, and an explanatory objective. The design was quasi-experimental, incorporating a pre-post test and intact groups for comparative analysis. The sample is non-probabilistic and consists of an experimental group of 39 students and a control group of 24 students in the fifth grade from two different institutions. The data collection technique employed was the survey, and the instrument applied to both groups was a questionnaire with closed questions as an initial evaluation (pre-test). A teaching unit was meticulously designed and implemented to enhance the mathematical aptitude of the experimental group, while the control group remained without intervention. A final evaluation, or post-test, was conducted to assess the performance of each group in both tests and to compare the results statistically. Subsequent to the implementation of statistical tests of normality and non-parametric tests on the results of both groups of students, it was demonstrated that the students in the experimental group exhibited a significant improvement in their results in the post-test, while the control group obtained similar results. The implementation of the CLIL methodology, as a strategy, has been demonstrated to contribute to the enhancement of mathematical competencies through problem-solving.