Czech Data Analysis of the Questionnaire for Teacher Trainers

1. 10 mathematics teacher trainers and 4 English language teacher trainers responded.
2. & 3. 9 of the above speak English, 5 German, 4 Russian. None of the respondents were willing to state the level of their language competence.
3. Out of the 10 mathematics teacher trainers, 7 train for lower secondary level, 3 for both lower and upper secondary levels. All of the English language teacher trainers train for both secondary levels. None of the respondents train for the primary level.

5. 6 respondents expressed their wish to teach mathematics in a foreign language.
6. 5 respondents attended a training course for the teaching of mathematics in a foreign language.
7. None of the respondents stated co-operation between a mathematic teacher trainer and a language teacher trainer.
8. 8 Yes answers, 1 No answer. 1 did not respond.

9. 8 Yes answers, 1 No answer. 1 did not respond.
   • the knowledge of target language and culture,
   • practical language use,
   • learning in context,
   • knowledge of specific vocabulary,
   • optimum conditions for Second Language Acquisition,
   • access to foreign resources.
10. Among the perspectives mentioned in the introduction, the most important aspects were:
11. The summary of answers: Dual focus means dual difficulty (content, foreign language, culture). The insufficient competence of the foreign language in teachers results in the lack of understanding and learning in students.
    • Reason for: Good preparation for the study stays abroad in future.
    • Reasons against: suitable for selected students at upper secondary level only, easier in other subjects than mathematics.
12. 7 respondents think it is possible, 2 it is not, 1 did not respond.
    • Summary of conditions:
      Good command of the target language,
      motivation, mathematics has an international language,
      deep understanding, the use of target language in a new context.
13. 7 Yes answers, 1 No answer. 2 did not respond.
14. 9 Yes answers, 1 did not respond.
15. The topics that can ideally be taught in a foreign language: Any topic (no limitations), algebra, geometry, representation, combinatorics, word problems, calculus

16. 4 Yes answers, 4 No answer. 2 did not respond. Subjects taught: physics, geometry – in cooperation with a subject trainer.
17. 8 Yes answers, 0 No answer. 2 did not respond. Reservations: difficulties in communication, the method is intellectually demanding.
18. 5 Yes answers, 2 No answer. 3 did not respond. The benefits: teachers’ professional development, improvement of language skills through the knowledge of mathematical terminology.
    • Summary of comments:
      The benefits depend on the teacher’s age and ability to use resources.
      Teacher and students should have the same mother tongue.
19. 9 Yes answers, 1 did not respond.
    • Summary of comments:
      Problems in communication with students.
      Differences in educational systems.
20. 2 Yes answers, 3 No answer. 5 did not respond.