Teaching a Foreign Language Through Mathematics as a Pedagogical Component of Classroom Learning in Seventh Grade Students at José Antonio Galán School in San Pelayo, Córdoba /

2.7 MB : 87 páginas ; figuras, tablas

Autores:: Muñoz López, Karin Yolany.
Hernández Susa, Vimia Inés.

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2024

Institución:: Corporación Universitaria del Caribe - CECAR

Repositorio:: Repositorio Digital CECAR

Idioma:

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dc.title.spa.fl_str_mv	Teaching a Foreign Language Through Mathematics as a Pedagogical Component of Classroom Learning in Seventh Grade Students at José Antonio Galán School in San Pelayo, Córdoba /
title	Teaching a Foreign Language Through Mathematics as a Pedagogical Component of Classroom Learning in Seventh Grade Students at José Antonio Galán School in San Pelayo, Córdoba /
spellingShingle	Teaching a Foreign Language Through Mathematics as a Pedagogical Component of Classroom Learning in Seventh Grade Students at José Antonio Galán School in San Pelayo, Córdoba / Educational. communication tool. Pedagogical. English language teaching. Mathematics. Interdisciplinary academic collaboration. Pedagogy. Educational models and strategies.
title_short	Teaching a Foreign Language Through Mathematics as a Pedagogical Component of Classroom Learning in Seventh Grade Students at José Antonio Galán School in San Pelayo, Córdoba /
title_full	Teaching a Foreign Language Through Mathematics as a Pedagogical Component of Classroom Learning in Seventh Grade Students at José Antonio Galán School in San Pelayo, Córdoba /
title_fullStr	Teaching a Foreign Language Through Mathematics as a Pedagogical Component of Classroom Learning in Seventh Grade Students at José Antonio Galán School in San Pelayo, Córdoba /
title_full_unstemmed	Teaching a Foreign Language Through Mathematics as a Pedagogical Component of Classroom Learning in Seventh Grade Students at José Antonio Galán School in San Pelayo, Córdoba /
title_sort	Teaching a Foreign Language Through Mathematics as a Pedagogical Component of Classroom Learning in Seventh Grade Students at José Antonio Galán School in San Pelayo, Córdoba /
dc.creator.fl_str_mv	Muñoz López, Karin Yolany. Hernández Susa, Vimia Inés.
dc.contributor.advisor.spa.fl_str_mv	Muñoz Morales, Rubén Mauricio.
dc.contributor.author.spa.fl_str_mv	Muñoz López, Karin Yolany. Hernández Susa, Vimia Inés.
dc.subject.lemb.spa.fl_str_mv	Educational. communication tool. Pedagogical. English language teaching. Mathematics. Interdisciplinary academic collaboration. Pedagogy. Educational models and strategies.
topic	Educational. communication tool. Pedagogical. English language teaching. Mathematics. Interdisciplinary academic collaboration. Pedagogy. Educational models and strategies.
description	2.7 MB : 87 páginas ; figuras, tablas
publishDate	2024
dc.date.issued.spa.fl_str_mv	2024
dc.date.accessioned.none.fl_str_mv	2025-02-13T19:53:14Z
dc.date.available.none.fl_str_mv	2025-02-13T19:53:14Z
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url	https://repositorio.cecar.edu.co/handle/cecar/10441 https://catalogo.cecar.edu.co/bib/36911
identifier_str_mv	LCIN-09225 2024 T-09225
dc.relation.references.spa.fl_str_mv	Achieng, S. A. (2023). Exploring effective teaching approaches for English as a Foreign Language (EFL) instructors: Best practices and future directions. International Journal on Studies in Education (IJonSE), 5(4), 515-529. https://doi.org/10.46328/ijonse.170 Argudo, M., Villanueva, O.-L., Sagrada, C., & Valencia, F. P. J. O. (2019). MATHS & CRAFTS: Una manera de aprender inglés en matemáticas. Edu.co. Recuperado el 13 de septiembre de 2023, de http://funes.uniandes.edu.co/20405/1/Argudo2017Maths.pdf Bekmatova, Z., & Mukambetova, A. (2024). The practical value of intensive training used in the development of communication skills of mathematics students in professional English. Bulletin of Science and Practice, 10(3), 547-552. https://doi.org/10.33619/2414- 2948/100/71 Berggren, J. L., & Fraser, C. G. (2024, April 16). Mathematics. In Encyclopædia Britannica. Retrieved from https://www.britannica.com/science/mathematics Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, I(1), 1–47. https://doi.org/10.1093/applin/i.1.1 Creswell, J. D., & Creswell, J. W. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed., pp. 125-137). UCG. Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Fullan, M. (2003). Reseña de Los nuevos significados del cambio en la educación. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 1. https://www.redalyc.org/pdf/551/55110211.pdf Galván, O. A., Aguilera, P. E., & Hinojosa, V. C. (2017). La tecnología en la enseñanza de idiomas: evolución a través de los métodos. Redalyc.org. https://www.redalyc.org/journal/340/34065195009/html García, C. A. B., Pérez, J. A. F., & Martinell, A. R. (2019). La tecnología en la enseñanza de idiomas: evolución a través de los métodos. Redalyc.org, 133-154. https://www.redalyc.org/journal/340/34065195009/html/ Gómez Mulett, A. S. (2018). La educación matemática en Colombia: Origen, avance y despegue. Fides et Ratio - Revista de Difusión Cultural y Científica de la Universidad La Salle en Bolivia, 16(16), 123-146. Recuperado en 24 de mayo de 2024, de http://www.scielo.org.bo/scielo.php?script=sci_arttext&pid=S2071- 081X2018000200008&lng=es&tlng=es González-Lloret, M., Canals, L., & Pineda Hoyos, J. E. (2021). Role of technology in language teaching and learning amid the crisis generated by the COVID-19 pandemic. Ikala, 26(3), 477–482. https://doi.org/10.17533/udea.ikala.v26n3a01 Hattie, J. (2023). True visible learning. Visiblelearning.com. https://www.visiblelearning.com/sites/default/files/St%20Joseph%27s%20School%20Sta nthorpe_final_1_0.pdf Icfes. (2021). Instituto Colombiano para la Evaluación de la Educación (Icfes). Informe nacional de resultados del examen Saber Pro 2020 (vol. I). https://www.icfes.gov.co/documents/39286/1689945/23_12_21_INFORME_PRO+%281 %29.pdf Intertu Academy. (2021, December 25). The benefits of learning math in English. Retrieved from https://ia.edu.vn/en/the-benefits-of-learning-math-in-english/ Jiang, D., Chen, O., Han, Y., & Kalyuga, S. (2023). Improving English language skills through learning Mathematic contents: From the expertise reversal effect perspective. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12596 Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26. Lewis, M. (2019). Learning language in chunks. In Cambridge Papers in ELT. Cambridge University Press. chromeextension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.cambridge.org/elt/blog/wpcontent/uploads/2019/10/Learning-Language-in-Chunks.pdf Llorente, M. (2019). Problemas y limitación de la educación en América Latina. Un estudio comparado. Foro de educación, Universidad de Valencia, 17, 24. https://bit.ly/2IA0Gg5 Moran, M. (2015, January 7). Educación. Desarrollo Sostenible. https://www.un.org/sustainabledevelopment/es/education/ Morgan, D. L. (2014). Integrating qualitative and quantitative methods: A pragmatic approach Municipios de Colombia. (2023). Com.co. https://www.municipio.com.co/municipio-sanpelayo.html Narvaez, M. (2021, August 10). Metodología participativa: Definición, características y técnicas. QuestionPro. https://www.questionpro.com/blog/es/metodologia-participativa/ Oliva Medina Álvarez. (2023). La transversalidad en el proceso de enseñanza-aprendizaje de las matemáticas. Revista ILCE. https://revista.ilce.edu.mx/index.php/matematicas3/386-latransversalidad-en-el-proceso-de-ensenanza-aprendizaje-de-las-matematicas ONU. (2018, August 22). Objetivos y metas de desarrollo sostenible. https://www.un.org/sustainabledevelopment/es/sustainable-development-goals/ Pearson, I. (2022, July 27). Los 3 modelos pedagógicos más efectivos para enseñar inglés. Pearsonlatam.com. https://blog.pearsonlatam.com/ingles-para-todos/modelospedagogicos-para-ensenar-ingles Peng, L. (2022). Teaching English through Ela, Mathematics, Science, and Social Studies: A content-based language teaching approach (1a ed.). Routledge. Perez, Y. A. A. (2018). Linguistic integration in English teaching in Colombia through projectbased learning. Redalyc.org. https://www.redalyc.org/journal/5717/571763394009/html/ Peralta, W. M. (2016). Estrategias de enseñanza-aprendizaje del inglés como lengua extranjera. Revista Vinculando. https://vinculando.org/educacion/estrategias-ensenanza-aprendizajedel-ingles-lengua-extranjera.html Pole, K. (2009). Diseño de metodologías mixtas. Una revisión de las estrategias para combinar metodologías cuantitativas y cualitativas. Renglones, Revista Arbitrada en Ciencias Sociales y Humanidades, (60). Tlaquepaque, Jalisco: ITESO. Retrieved from http://hdl.handle.net/11117/252 Rai, A. S. (2018). Unit-8 assessment in mathematics. IGNOU. http://egyankosh.ac.in//handle/123456789/46792 Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press. Riva, C. (2019). Métodos y diseños de investigación cualitativa y cuantitativa. Uoc.edu. https://openaccess.uoc.edu/bitstream/10609/147059/2/BasesParaLaInvestigacionEnCienc ias Robertson, S.-A., & Graven, M. (2019). Language as an including or excluding factor in mathematics teaching and learning. Mathematics Education Research Journal, 32(1). https://doi.org/10.1007/s13394-019-00302-0 Rodriguez Bonces, M. (2011). CLIL: Colombia leading into content language learning. ÍKALA, Revista de lenguaje y cultura, 16(28), 79-89. Rønning, F. (2019). Didactics of mathematics as a research field in Scandinavia. In G. Kaiser & N. Presmeg (Eds.), Compendium for early career researchers in mathematics education (pp. 85-104). Springer. https://doi.org/10.1007/978-3-030-05514-1_6 Snow, M. (2001). Content-based and immersion models for second and foreign language-teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed.). Heinle & Heinle. Sträßer, R. (2007). Didactics of mathematics: More than mathematics and school! ZDM: The International Journal on Mathematics Education, 39(1), 165-171. https://doi.org/10.1007/s11858-006-0016-x Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. UNESCO. (2019). Educación para el desarrollo sostenible. https://bit.ly/35OIyb4 United Nations Development Programme. (2024). Sustainable development goals. Retrieved from https://www.undp.org/sustainable-development-goals Willis, D., & Willis, J. (2001). Task-based language learning. In The Cambridge guide to teaching English to speakers of other languages (pp. 173–179). Cambridge University Press. Willis, J., & Willis, D. (2013). Doing task-based teaching (Oxford handbooks for language teachers, chapter 6). Oxford University Press. Yawiloeng, D. M. R. (2023). Learning mathematics in English through the use of the Think-TalkWrite strategy. Theory and Practice in Language Studies, 13(9), 2163-2171. https://doi.org/10.17507/tpls.1309.01
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spelling	Muñoz Morales, Rubén Mauricio.Muñoz López, Karin Yolany.Hernández Susa, Vimia Inés.2025-02-13T19:53:14Z2025-02-13T19:53:14Z2024https://repositorio.cecar.edu.co/handle/cecar/10441LCIN-09225 2024https://catalogo.cecar.edu.co/bib/36911T-092252.7 MB : 87 páginas ; figuras, tablasThis study is dedicated to enhancing the educational experience of seventh-grade students at the José Antonio Galán Educational Institution in San Pelayo, Córdoba. It aims to investigate an innovative integration between English language instruction and mathematics, recognizing the pivotal role of English as a global communication tool. The study aims to transcend conventional educational methodologies by examining various pedagogical approaches that underscore the cognitive benefits and propose effective integration models. The underlying premise is that combining English language instruction with mathematics enhances language proficiency and fosters critical cognitive skills such as problem-solving and critical thinking. El trabajo.Este estudio está dedicado a potenciar la experiencia educativa de los estudiantes de séptimo grado de la Institución Educativa José Antonio Galán de San Pelayo, Córdoba. Su objetivo es investigar una integración innovadora entre la enseñanza del idioma inglés y las matemáticas, reconociendo el papel fundamental del inglés como herramienta de comunicación global. El estudio pretende trascender las metodologías educativas convencionales examinando diversos enfoques pedagógicos que subrayan los beneficios cognitivos y proponen modelos de integración eficaces. La premisa subyacente es que combinar la enseñanza del idioma inglés con las matemáticas mejora el dominio del idioma y fomenta habilidades cognitivas críticas como la resolución de problemas y el pensamiento crítico. El trabajo.PregradoLicenciado en InglésTrabajo de grado(Licenciada en Inglés) --Corporación Universitaria del Caribe. Facultad de Humanidades y Educación. Programa de Licenciatura en Inglés. Sincelejo, 2024.2.7 MB : 87 páginasapplication/pdfCorporación Universitaria del Caribe - CECARFacultad de Humanidades y EducaciónSincelejoLicenciatura en Ingléshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)http://purl.org/coar/access_right/c_abf2Teaching a Foreign Language Through Mathematics as a Pedagogical Component of Classroom Learning in Seventh Grade Students at José Antonio Galán School in San Pelayo, Córdoba /Trabajo de grado - Pregradohttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesishttps://purl.org/redcol/resource_type/TPhttp://purl.org/coar/version/c_71e4c1898caa6e32Achieng, S. A. (2023). Exploring effective teaching approaches for English as a Foreign Language (EFL) instructors: Best practices and future directions. International Journal on Studies in Education (IJonSE), 5(4), 515-529. https://doi.org/10.46328/ijonse.170Argudo, M., Villanueva, O.-L., Sagrada, C., & Valencia, F. P. J. O. (2019). MATHS & CRAFTS: Una manera de aprender inglés en matemáticas. Edu.co. Recuperado el 13 de septiembre de 2023, de http://funes.uniandes.edu.co/20405/1/Argudo2017Maths.pdfBekmatova, Z., & Mukambetova, A. (2024). The practical value of intensive training used in the development of communication skills of mathematics students in professional English. Bulletin of Science and Practice, 10(3), 547-552. https://doi.org/10.33619/2414- 2948/100/71Berggren, J. L., & Fraser, C. G. (2024, April 16). Mathematics. In Encyclopædia Britannica. Retrieved from https://www.britannica.com/science/mathematicsCanale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, I(1), 1–47. https://doi.org/10.1093/applin/i.1.1Creswell, J. D., & Creswell, J. W. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.).Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed., pp. 125-137). UCG.Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.).Fullan, M. (2003). Reseña de Los nuevos significados del cambio en la educación. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 1. https://www.redalyc.org/pdf/551/55110211.pdfGalván, O. A., Aguilera, P. E., & Hinojosa, V. C. (2017). La tecnología en la enseñanza de idiomas: evolución a través de los métodos. Redalyc.org. https://www.redalyc.org/journal/340/34065195009/htmlGarcía, C. A. B., Pérez, J. A. F., & Martinell, A. R. (2019). La tecnología en la enseñanza de idiomas: evolución a través de los métodos. Redalyc.org, 133-154. https://www.redalyc.org/journal/340/34065195009/html/Gómez Mulett, A. S. (2018). La educación matemática en Colombia: Origen, avance y despegue. Fides et Ratio - Revista de Difusión Cultural y Científica de la Universidad La Salle en Bolivia, 16(16), 123-146. Recuperado en 24 de mayo de 2024, de http://www.scielo.org.bo/scielo.php?script=sci_arttext&pid=S2071- 081X2018000200008&lng=es&tlng=esGonzález-Lloret, M., Canals, L., & Pineda Hoyos, J. E. (2021). Role of technology in language teaching and learning amid the crisis generated by the COVID-19 pandemic. Ikala, 26(3), 477–482. https://doi.org/10.17533/udea.ikala.v26n3a01Hattie, J. (2023). True visible learning. Visiblelearning.com. https://www.visiblelearning.com/sites/default/files/St%20Joseph%27s%20School%20Sta nthorpe_final_1_0.pdfIcfes. (2021). Instituto Colombiano para la Evaluación de la Educación (Icfes). Informe nacional de resultados del examen Saber Pro 2020 (vol. I). https://www.icfes.gov.co/documents/39286/1689945/23_12_21_INFORME_PRO+%281 %29.pdfIntertu Academy. (2021, December 25). The benefits of learning math in English. Retrieved from https://ia.edu.vn/en/the-benefits-of-learning-math-in-english/Jiang, D., Chen, O., Han, Y., & Kalyuga, S. (2023). Improving English language skills through learning Mathematic contents: From the expertise reversal effect perspective. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12596Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.Lewis, M. (2019). Learning language in chunks. In Cambridge Papers in ELT. Cambridge University Press. chromeextension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.cambridge.org/elt/blog/wpcontent/uploads/2019/10/Learning-Language-in-Chunks.pdfLlorente, M. (2019). Problemas y limitación de la educación en América Latina. Un estudio comparado. Foro de educación, Universidad de Valencia, 17, 24. https://bit.ly/2IA0Gg5Moran, M. (2015, January 7). Educación. Desarrollo Sostenible. https://www.un.org/sustainabledevelopment/es/education/Morgan, D. L. (2014). Integrating qualitative and quantitative methods: A pragmatic approachMunicipios de Colombia. (2023). Com.co. https://www.municipio.com.co/municipio-sanpelayo.htmlNarvaez, M. (2021, August 10). Metodología participativa: Definición, características y técnicas. QuestionPro. https://www.questionpro.com/blog/es/metodologia-participativa/Oliva Medina Álvarez. (2023). La transversalidad en el proceso de enseñanza-aprendizaje de las matemáticas. Revista ILCE. https://revista.ilce.edu.mx/index.php/matematicas3/386-latransversalidad-en-el-proceso-de-ensenanza-aprendizaje-de-las-matematicasONU. (2018, August 22). Objetivos y metas de desarrollo sostenible. https://www.un.org/sustainabledevelopment/es/sustainable-development-goals/Pearson, I. (2022, July 27). Los 3 modelos pedagógicos más efectivos para enseñar inglés. Pearsonlatam.com. https://blog.pearsonlatam.com/ingles-para-todos/modelospedagogicos-para-ensenar-inglesPeng, L. (2022). Teaching English through Ela, Mathematics, Science, and Social Studies: A content-based language teaching approach (1a ed.). Routledge.Perez, Y. A. A. (2018). Linguistic integration in English teaching in Colombia through projectbased learning. Redalyc.org. https://www.redalyc.org/journal/5717/571763394009/html/Peralta, W. M. (2016). Estrategias de enseñanza-aprendizaje del inglés como lengua extranjera. Revista Vinculando. https://vinculando.org/educacion/estrategias-ensenanza-aprendizajedel-ingles-lengua-extranjera.htmlPole, K. (2009). Diseño de metodologías mixtas. Una revisión de las estrategias para combinar metodologías cuantitativas y cualitativas. Renglones, Revista Arbitrada en Ciencias Sociales y Humanidades, (60). Tlaquepaque, Jalisco: ITESO. Retrieved from http://hdl.handle.net/11117/252Rai, A. S. (2018). Unit-8 assessment in mathematics. IGNOU. http://egyankosh.ac.in//handle/123456789/46792Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press.Riva, C. (2019). Métodos y diseños de investigación cualitativa y cuantitativa. Uoc.edu. https://openaccess.uoc.edu/bitstream/10609/147059/2/BasesParaLaInvestigacionEnCienc iasRobertson, S.-A., & Graven, M. (2019). Language as an including or excluding factor in mathematics teaching and learning. Mathematics Education Research Journal, 32(1). https://doi.org/10.1007/s13394-019-00302-0Rodriguez Bonces, M. (2011). CLIL: Colombia leading into content language learning. ÍKALA, Revista de lenguaje y cultura, 16(28), 79-89.Rønning, F. (2019). Didactics of mathematics as a research field in Scandinavia. In G. Kaiser & N. Presmeg (Eds.), Compendium for early career researchers in mathematics education (pp. 85-104). Springer. https://doi.org/10.1007/978-3-030-05514-1_6Snow, M. (2001). Content-based and immersion models for second and foreign language-teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed.). Heinle & Heinle.Sträßer, R. (2007). Didactics of mathematics: More than mathematics and school! ZDM: The International Journal on Mathematics Education, 39(1), 165-171. https://doi.org/10.1007/s11858-006-0016-xTeddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences.UNESCO. (2019). Educación para el desarrollo sostenible. https://bit.ly/35OIyb4United Nations Development Programme. (2024). Sustainable development goals. Retrieved from https://www.undp.org/sustainable-development-goalsWillis, D., & Willis, J. (2001). Task-based language learning. In The Cambridge guide to teaching English to speakers of other languages (pp. 173–179). Cambridge University Press.Willis, J., & Willis, D. (2013). Doing task-based teaching (Oxford handbooks for language teachers, chapter 6). Oxford University Press.Yawiloeng, D. M. R. (2023). Learning mathematics in English through the use of the Think-TalkWrite strategy. Theory and Practice in Language Studies, 13(9), 2163-2171. https://doi.org/10.17507/tpls.1309.01Educational.communication tool.Pedagogical.English language teaching.Mathematics.Interdisciplinary academic collaboration.Pedagogy.Educational models and strategies.ORIGINALTeaching a Foreign Language Through Mathematics as a Pedagogical Component of Classroom.pdfapplication/pdf2834044https://repositorio.cecar.edu.co/bitstreams/f445aebd-91fd-49e9-86ff-fd767b6967a1/download59f678bca78e06bd661a68e36b0a9dcaMD51TEXTTeaching a Foreign Language Through Mathematics as a Pedagogical Component of Classroom.pdf.txtTeaching a Foreign Language Through Mathematics as a Pedagogical Component of Classroom.pdf.txtExtracted texttext/plain100266https://repositorio.cecar.edu.co/bitstreams/277858ed-c581-43c9-a063-d63ca1040b98/download847f66d711184a598d47f602c26d41b7MD52THUMBNAILTeaching a Foreign Language Through Mathematics as a Pedagogical Component of Classroom.pdf.jpgTeaching a Foreign Language Through Mathematics as a Pedagogical Component of Classroom.pdf.jpgGenerated Thumbnailimage/jpeg6103https://repositorio.cecar.edu.co/bitstreams/46f9d044-23d9-4d80-ad3e-7f9c669c11b9/download78d95fc0b280fd47513870aee2f54b9fMD53cecar/10441oai:repositorio.cecar.edu.co:cecar/104412025-02-14 03:02:01.692https://creativecommons.org/licenses/by-nc-nd/4.0/open.accesshttps://repositorio.cecar.edu.coRepositorio Digital de la Corporación Universitaria Del Caribe (Cecar)biblioteca@cecar.edu.co

Teaching a Foreign Language Through Mathematics as a Pedagogical Component of Classroom Learning in Seventh Grade Students at José Antonio Galán School in San Pelayo, Córdoba /

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