Didactics of mathematics: theory, experience, innovations

Scientific Journal

No. 3 (2025)
Modern trends in mathematics teaching methods

Нigher mathematics at a technical university: a study of students' attitudes to bilingual learning

https://doi.org/10.31652/3041-2277-2025-3-31-43
pdf (Ukrainian)
Nataliia Snizhko
National University Zaporizhzhia Polytechnic

Published 2025-07-15

Keywords

  • bilingual teaching/learning,
  • higher mathematics,
  • foreign language education,
  • subject-oriented bilingual didactic models

Copyright (c) 2025 Наталія Сніжко

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Нigher mathematics at a technical university: a study of students’ attitudes to bilingual learning. (2025). Didactics of Mathematics: Theory, Experience, Innovations, 3, 31-43. https://doi.org/10.31652/3041-2277-2025-3-31-43

Abstract

Changing paradigms of higher education, the challenges of globalization require a review of methods and approaches to training future specialists in Ukrainian universities. One of the modern requirements is the training of a specialist capable of working in a multicultural environment. Bilingual education meets this goal. In the process of bilingual teaching/learning, a foreign language is a means of mastering special disciplines, including mathematics.

The aim of the work is to analyze the results of a study of students' attitudes to a bilingual higher mathematics course. A survey was conducted among 89 students of the Electrical Engineering Faculty, National University Zaporizhzhia Polytechnic (both those who studied a bilingual course and those who studied a traditional course). The questionnaires contained multiple-choice questions, single-choice questions, open-ended questions, and questions using the Likert rating scale.

The results of the study indicate the interest of students in the bilingual course, their motivation to study higher mathematics in English. At the same time, the main problems that arise for students in the process of learning mathematics in a foreign language and the factors that can affect the effectiveness of bilingual mathematics learning have been identified. Possible ways to solve these problems were outlined. Taking into account the results of the study, recommendations are given for the implementation of a bilingual course on higher mathematics at a technical university.

The results obtained can be the basis for further research to assess the influence of the bilingual teaching/learning factor on the acquisition of subject-specific mathematical knowledge for future engineers.

pdf (Ukrainian)

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