Using Visual Aids in Teaching Mathematics in English For Grade 2 Students in Vietnamese Primary Schools

In the context of educational reform and international integration, teaching mathematics in English through the integration of content and language (CLIL – Content and Language Integrated Learning) has received increasing attention in primary education. However, in practice, teachers still face numerous challenges in organizing mathematics lessons in English, particularly in effectively utilizing visual aids to support students’ access to both mathematical knowledge and language. Visual aids play an important role in primary mathematics teaching as they help students form initial representations, support cognitive processes, and bridge the gap between abstract knowledge and students’ concrete experiences. This study aims to clarify the theoretical foundations of visual aids in teaching and mathematics instruction in English based on the CLIL approach, while also analyzing the content of the topic Numbers and Operations in the Grade 2 mathematics curriculum in Vietnam. Based on this foundation, the study proposes several pedagogical measures for effectively exploiting visual aids in teaching mathematics in English, thereby supporting students in accessing mathematical knowledge through visual learning activities and contributing to the simultaneous development of both mathematical competence and English language proficiency among primary school students.