Implementation

 Task 1 and Task 2

Introduction to Probability in 2nd ESO.
50 students in total have worked with this material in groups of three or four in January 2019.
The task is focused in collaborative work, and communications skills.

Introduction to Statistics in 1st BAT
12 students in total have worked with this material in groups of four in March 2019.
The task is focused in writing, reading and assessment skills.

Final project in pdf

Task 1: 

Main video: Teacher-students interaction.
Teacher ask questions and help students to think about deterministic and random experiments

Secondary video: students make sentences using the new learned vocabulary

Task 2: 

Main video: Student-student interaction
Students reading one part of the text Recapturing Laplace and answering questions

Secondary video 1: Snowball activity students reading the text about What is probability and writing their answers

Secondary video 2: students talking in a previous activity to activate interest

Task 2,  vocabulary help hanging on the blackboard

Task 2,  snowball activity

Task 2, recapturing Laplace handout

Task 2, individual assessment

CONCLUSIONS

After implementation the main conclusions I have reached are:

- The anxiety and nervousness before Maths lessons in English is a common feeling among students and teacher. Both parts are afraid of not be up to the challenge.

- These activities are time consuming tasks. You need some days to prepare one hour lesson.  But to have a good planification is the only way to succeed during implementation. Having a strict plan where timing and tasks are fully specified is essential.

- I have had problems with specific mathematical vocabulary. I have had to study a long list of words I did not know before.

- Students feel satisfied when they are able to understand and speak English. They realize that they know more strategies and vocabulary than they thought. They are also able to learn new sentences quickly and use them in the context of the Math lessons. New vocabulary learned in a real context becomes more meaningful, and therefore is better memorized.

On the other hand I do not feel satisfied with an issue of the designed work. The balance between reading-written and spoken activities has not been appropriate. Students feel more confortable reading than talking and they have a tendency to decrease the oral production. I, as a teacher, should have paid more attention to the spoken student-student activities.