CLIL and Drama on Conceptual knowledge and Logical thinking in Mathematics
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Abstract
The current study aimed at exploring the impact of a suggested programme based on Content and Language Integrated Learning (CLIL) and drama to improve 6th graders' conceptual knowledge and logical thinking in mathematics. The
study used the quasi-experimental one-group design. The community of the study were all sixth graders in the American
International school and the British International school who were enrolled in the scholastic year 2020-2021, they were (16
female and male students in both schools). The sample was all sixth graders in the British International School in Gaza city, who were (7) students. To achieve the study aims, the researchers used two main tools: (1) a pre-post conceptual knowledge skills test, and (2) a pre-post logical thinking skills test that examines. The findings revealed that the suggested program based on CLIL and drama improved 6th graders' conceptual knowledge and logical thinking in mathematics. In addition, the students were able to identify several mathematical concepts and can respond to logical questions. This confirms that the connection between CLIL and drama in teaching mathematics can effectively help the learners grasp the conceptual mathematical items and facilitate the logical thinking skills. In the same regard, students showed high motivation to study mathematics in English language which is considered as a foreign language for them. In light of the presented results, the researchers recommend teachers of mathematics should use drama-based-learning based on CLIL approach as this can promote their understanding of the mathematical concepts and enhance their thinking skills.
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