Teaching and Learning of Mathematics through CLIL, CBI, or EMI—A Systematic Literature Review

This study provides a systematic literature review of research in the field teaching and learning mathematics through Content Language Integrated Learning (CLIL), Content-Based Instruction (CBI), English Medium (EMI). The aims to examine most relevant with focus on CLIL, CBI, or EMI Scopus Web Science per Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines. Based 151 sources, 52 papers were selected according predefined selection criteria. analysed coded following categories: (1) geographical productivity, (2) diachronic productivity growth, (3) main objectives, (4) methodology, design, (5) variables measurement instruments, (6) context sample details, (7) findings. results reveal that has been carried out Asian continent, followed by Europe. analysis shows application programs teaching-learning process notably increased recent years, especially last triennium (2020–2022). Regarding objectives corpus, majority aimed at practices processes, outcomes language proficiency and/or classrooms. corpus fits within one more empirical, qualitative, descriptive, correlational, cross-sectional. samples utilized different studies differ significantly, both terms quantity –ranging from person 700– educational level being studied, which would be primary, secondary, tertiary education. studied mathematical competence, proficiency, practices, teacher training, science teachers’ perceptions. widely used instruments have objective tests, such as questionnaires, together standardized tests measure some aspects related competence proficiency. They are an documents (academic records, materials, official documents...), participant non-participant observation, interviews, video audio recordings. In summary, scientific analysed, positive neutral view predominates effects approaches L2. can due methodological issues fundamentally sample, instruments. Thus, we must highlight interpreted caution. Taking this factor into consideration, further comparative wider scale required thoroughly Besides, it is important greater depth levels acquisition since these not sufficiently addressed knowledge.