FORMATION OF MATHEMATICAL COMPETENCE OF STUDENTS IN GRADES 7-9 IN THE PROCESS OF LEARNING ENGLISH

Abstract

The article raises the problem of forming mathematical competence of students in grades 7-9 in English lessons. Based on the analysis of pedagogical practice, the study of pedagogical and linguodidactic sources, effective directions for forming mathematical competence of students in grades 7-9 in English lessons are identified and characterized, which include: 1) the introduction of the CLIL methodology; 2) the systematic use of competence-oriented tasks that simulate life situations, the solution of which requires the application of mathematical knowledge and skills; 3) the use of mathematical texts; 4) involving students in performing mental operations: analysis, synthesis, comparison, generalization, abstraction, etc.; 5) involving students in project activities.

The features of the CLIL methodology of subject-language integrated learning are emphasized, aimed at integrating other subjects into a foreign language, with the help of which students simultaneously master the content of a certain subject and study a foreign language. When studying a foreign language, students can repeat mathematical information. In the process of learning mathematics, they can improve their knowledge of a foreign language, which ensures the functionality of knowledge. It is emphasized that the use of tasks that model life situations increases students' motivation to study various subjects, in our case, foreign language and mathematics. It actualizes the need to develop situational tasks aimed at the formation of key competences and cross-cutting skills of education seekers. The use of texts on mathematical topics has significant potential for the formation of students' mathematical competence, in particular about famous mathematicians, number symbols, measurement systems, etc. The emphasis is on the expediency of a reasoned and logical expression of one's position and defending it in a foreign language; operating with information using mathematical methods (schemes, tables, formulas, algorithms, graphs, diagrams, timelines, etc.). Attention is paid to project activities in English lessons.