Scaffolding
Content and Language Integrated Learning CLIL
Manipulatives and Visual Aids
Standards-Based Learning
TECHNIQUES
METHODS
Explicit Teaching of Mathematical Language
Differentiated and Play-Based Learning
Inquiry-Based and Conceptual Learning
TEACHING MATHEMATICS IN ENGLISH
STRATEGIES
Promote Mathematical Communication
Integrate Language and Math Objectives
Connect Math with Real Life Situations
Collaborative Learning
METHOD
Content and Language Integrated Learning CLIL
According to Cambridge ESOL (2010), this approach combines language and content objectives, allowing students to learn math while using English in a meaningful context. In this case, the teacher plans lessons that include both mathematical goals (for example, understanding fractions) and language goals (such as explaining comparisons using “bigger than” or “smaller than”). CLIL helps students develop communication skills naturally while they solve problems and share their reasoning.
METHOD
Standards-Based Learning
As the Ministry of Education in Colombia (MEN, 2022) suggests. This method ensures that lessons are aligned with the national standards and the Basic Learning Rights (DBA). It helps the teacher organize the content progressively, so students can build both mathematical understanding and language proficiency at the same time.
METHOD
Inquiry-Based and Conceptual Learning
As Turner (2013) and Frye et al. (2013) mention, students should be encouraged to think, explore, and find solutions by themselves instead of just memorizing formulas. This kind of method gives students the chance to discuss their ideas in English and reflect on different ways to reach an answer. For example, the teacher can ask students to compare two methods of solving the same problem and explain which one they prefer and why.
TECHNIQUE
Scaffolding
A key technique is scaffolding. This means giving students support while they are learning new content or using English to express their ideas. For instance, the teacher can use visuals, key words on the board, or sentence frames like “I found that…” or “The result shows that…”. These small supports help students understand and speak more confidently.
TECHNIQUE
Manipulatives and Visual Aids
As Frye et al. (2013) explain, when students can touch or see what they are learning, they understand it better. Tools like blocks, number lines, charts, or digital visuals make abstract ideas more concrete. They also help students connect English words to what they see, which makes the learning process more natural.
TECHNIQUE
Explicit Teaching of Mathematical Language
This includes introducing vocabulary before the activity, repeating it during the lesson, and using examples to show how these words appear in context. For example, before working on geometry, the teacher might review words like “angle,” “side,” or “shape,” and then ask students to describe figures using complete sentences.
TECHNIQUE
Differentiated and Play-Based Learning
This technique works especially well with younger learners. Frye et al. (2013) suggest using games, songs, or storytelling that include numbers, shapes, or measurements. Through play, students feel more relaxed and learn to use English while developing their mathematical thinking.
STRATEGY
Integrate Language and Math Objectives
One essential strategy is to integrate language and math objectives in every lesson. This means that students not only solve mathematical problems but also practice using English to explain how they got their answers. For example, a teacher might ask, “Can you explain how you found this result?” to encourage students to speak and reason in English.
STRATEGY
Collaborative Learning
When students work in pairs or small groups, they practice using English to discuss and solve problems together. Activities like think in pair, share or small group challenges are good examples of this. Collaborative work allows students to help each other, share different ideas, and build confidence in both math and language.
STRATEGY
Promote Mathematical Communication
This involves giving students opportunities to read, write, and speak about mathematics in English. For example, students can write short explanations of their solutions, describe graphs, or create posters with mathematical vocabulary. These tasks help them organize their thoughts and use English in a meaningful context.
STRATEGY
Connect Math with Real Life Situations
Turner (2013) suggests that when students see how math works in daily life, it becomes easier to understand and remember. Teachers can present problems related to shopping, time, or distances, so students can practice using English while applying math in realistic scenarios.
TEACHING MATHEMATICS IN ENGLISH
Julian Mayorga
Created on October 21, 2025
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Transcript
Scaffolding
Content and Language Integrated Learning CLIL
Manipulatives and Visual Aids
Standards-Based Learning
TECHNIQUES
METHODS
Explicit Teaching of Mathematical Language
Differentiated and Play-Based Learning
Inquiry-Based and Conceptual Learning
TEACHING MATHEMATICS IN ENGLISH
STRATEGIES
Promote Mathematical Communication
Integrate Language and Math Objectives
Connect Math with Real Life Situations
Collaborative Learning
METHOD
Content and Language Integrated Learning CLIL
According to Cambridge ESOL (2010), this approach combines language and content objectives, allowing students to learn math while using English in a meaningful context. In this case, the teacher plans lessons that include both mathematical goals (for example, understanding fractions) and language goals (such as explaining comparisons using “bigger than” or “smaller than”). CLIL helps students develop communication skills naturally while they solve problems and share their reasoning.
METHOD
Standards-Based Learning
As the Ministry of Education in Colombia (MEN, 2022) suggests. This method ensures that lessons are aligned with the national standards and the Basic Learning Rights (DBA). It helps the teacher organize the content progressively, so students can build both mathematical understanding and language proficiency at the same time.
METHOD
Inquiry-Based and Conceptual Learning
As Turner (2013) and Frye et al. (2013) mention, students should be encouraged to think, explore, and find solutions by themselves instead of just memorizing formulas. This kind of method gives students the chance to discuss their ideas in English and reflect on different ways to reach an answer. For example, the teacher can ask students to compare two methods of solving the same problem and explain which one they prefer and why.
TECHNIQUE
Scaffolding
A key technique is scaffolding. This means giving students support while they are learning new content or using English to express their ideas. For instance, the teacher can use visuals, key words on the board, or sentence frames like “I found that…” or “The result shows that…”. These small supports help students understand and speak more confidently.
TECHNIQUE
Manipulatives and Visual Aids
As Frye et al. (2013) explain, when students can touch or see what they are learning, they understand it better. Tools like blocks, number lines, charts, or digital visuals make abstract ideas more concrete. They also help students connect English words to what they see, which makes the learning process more natural.
TECHNIQUE
Explicit Teaching of Mathematical Language
This includes introducing vocabulary before the activity, repeating it during the lesson, and using examples to show how these words appear in context. For example, before working on geometry, the teacher might review words like “angle,” “side,” or “shape,” and then ask students to describe figures using complete sentences.
TECHNIQUE
Differentiated and Play-Based Learning
This technique works especially well with younger learners. Frye et al. (2013) suggest using games, songs, or storytelling that include numbers, shapes, or measurements. Through play, students feel more relaxed and learn to use English while developing their mathematical thinking.
STRATEGY
Integrate Language and Math Objectives
One essential strategy is to integrate language and math objectives in every lesson. This means that students not only solve mathematical problems but also practice using English to explain how they got their answers. For example, a teacher might ask, “Can you explain how you found this result?” to encourage students to speak and reason in English.
STRATEGY
Collaborative Learning
When students work in pairs or small groups, they practice using English to discuss and solve problems together. Activities like think in pair, share or small group challenges are good examples of this. Collaborative work allows students to help each other, share different ideas, and build confidence in both math and language.
STRATEGY
Promote Mathematical Communication
This involves giving students opportunities to read, write, and speak about mathematics in English. For example, students can write short explanations of their solutions, describe graphs, or create posters with mathematical vocabulary. These tasks help them organize their thoughts and use English in a meaningful context.
STRATEGY
Connect Math with Real Life Situations
Turner (2013) suggests that when students see how math works in daily life, it becomes easier to understand and remember. Teachers can present problems related to shopping, time, or distances, so students can practice using English while applying math in realistic scenarios.