FOREIGN LANGUAGE COMPONENTS IN THE TRAINING OF MATHEMATICS TEACHERS

J. Hodaňová, J. Laitochová, M. Uhlirova

Palacký University in Olomouc, Faculty of Education (CZECH REPUBLIC)
In the pedagogical practice, we currently meet in standard school classes English-speaking pupils who are integrated into Czech-speaking classes. In the case of pupils who speak non-Czech language in classes, a math teacher must adapt his / her preparation for a lesson to the suitable language of the pupil. Mathematics teachers will be required to have a basic knowledge of English in the future. This basic knowledge of English will enable mathematics teachers to include English components into lessons. In the article we will focus on the research of the level of English language knowledge for mathematics teachers and students in the field of Mathematics Teaching for the 2nd grade of elementary schools. The research was conducted through a questionnaire in which we researched the range of language experience of mathematics teachers using properly formulated questions and students in the field of Mathematics Teaching in primary schools. The next goal of the questionnaire survey was to find out whether mathematics teachers use English components in math classes. We investigated whether these foreign-language components are prepared by teachers themselves or whether they use methodically prepared material produced by for example educational organizations or whether English components were acquired by respondents during university studies. If mathematics teachers are interested in English mathematical components, we will focus on research into the creation of such teaching materials that mathematics teachers can use in math classes to improve student and student training for practice. English mathematical components can also be used as teaching material at university seminars for the preparation of future math teachers or as a tool for math teachers at elementary schools who have an integrated English-speaking pupil in their class.