ae7608919301d6ba1fe720241107092942838 chitu:chitu chitkarauniversitypublications@chitkara.edu.inWEB-FORM Issues and Ideas in Education IIE 23207655 23208805 10.15415/iie https://iie.chitkara.edu.in/ 09 04 2019 09 04 2019 7 2 10.15415/iie.2019.72 https://iie.chitkara.edu.in/2019/vol-7-no-2-2019/ Multilingual Approach to Mathematics Education Madhava Kripa School, Manipal, Karnataka-576104, India Department of European Studies, Manipal Academy of Higher Education, Manipal, Karnataka-576104, India Shailaja Bairy Multilingual approach to pedagogical practices in mathematics has the potential to target high level mathematical competence and abstraction. Content and Language Integrated Learning (CLIL) is an innovative educational approach to learning, a dynamic and motivating force with holistic features. Not only does it image a shift towards curricular and cultural integration but also helps greatly to focus on deeper conceptual understanding in Mathematics. CLIL’s basic principle of integration of the content and languages if accepted in a broader sense as ‘Content connected to regional language and a new language, culture, nature, real-life’ might solve various problems associated with the teaching-learning of mathematics, and thus ensures to support ‘learning for real life’. This paper establishes the need for ‘Multilingualism’ through a comprehensive literature research. It highlights multilingualism as a trigger for active approach to the quality of Mathematics education, mainly in Indian scenario. The importance of teaching mathematics as a language and specific strategies for teaching mathematics vocabulary are discussed. The illustrations provided for such approaches are entirely based on author’s teaching experiences. 09 04 2019 09 04 2019 71 86 10.15415/iie.2019.72008 https://iie.chitkara.edu.in/2019/multilingual-approach-to-mathematics-education/