Abstract:

This research delves into the synergistic potential of the Content and Language Integrated Learning (CLIL) approach and the utilization of linked cubes material in fostering the development of number sense and other crucial competencies in first-graders (aged 5-6 years). The study goes beyond the traditional scope by examining how CLIL, grounded in the principles of bilingualism and the use of two languages as vehicles for learning non-linguistic content (Siguán & Mackey, 1986), can further enrich the learning experience by integrating it with hands-on exploration through manipulative materials. This combined approach aims not only to improve language proficiency in a second language but also to create a more engaging and immersive learning environment that caters to diverse learning styles and fosters deeper understanding of mathematical concepts.

Building upon the established theoretical framework of CLIL, where both language and subject have a joint curricular role (Marsh, 2002), this study integrates it with the advantage of manipulative materials in fostering early mathematical development. As stated by Ellison (2019), CLIL thrives in contexts where learners have natural exposure and opportunities for authentic use of the additional language, aligning perfectly with the holistic and interdisciplinary approach advocated in primary education (Ellison, 2015).

Employing a qualitative research methodology, 25 first-graders, from a private school, participated in the study. Various data collection techniques were used: naturalistic and participant observation, video recordings and document analysis.

The findings highlight the significant contributions of both CLIL and linked cubes material to the development of number sense and broader learning skills in first-graders. The manipulation of this material was found to play a crucial role in enabling oral counting, object counting, and establishing connections between numbers through diverse representations (Fosnot & Dolk, 2001). As the study progressed, students displayed an increase in their knowledge and skills related to mathematical operations, particularly in grasping the relationships between addition and subtraction.

Furthermore, the CLIL approach adhering to the principles of incorporating aspects of the target culture (Coyle et al., 2010) and focusing on all four key components – content, communication, culture, and cognition (Mehisto et al., 2008) – fostered positive attitudes towards learning by creating an interactive environment. Students actively engaged with both linguistic and non-linguistic content, promoting a holistic approach to education. The use of storytelling and exposure to authentic resources in the second language further enriched the learning experience and contributed to the development of oral communication skills, aligning with the core tenets of CLIL promoting bilingualism and language acquisition (Cummins, 1978; Duverger & Maillard, 1996).

In relation to findings, this research underscores the promising potential of combining CLIL with manipulative materials as a powerful strategy for enhancing first-graders' number sense, mathematical reasoning, and overall learning skills. This combined approach fosters a deeper understanding of mathematical concepts, promotes positive learning attitudes, nurtures critical thinking and creativity, and cultivates a love for language learning, making it a valuable addition to the early childhood education landscape.

Keywords:

CLIL approach, Manipulative materials, Mathematical knowledge, Number sense, Primary Education.