MATS204 Communication in Mathematics Classes

4 ECTS - 2-0 Duration (T+A)- 4. Semester- 2 National Credit

Information

Code MATS204
Name Communication in Mathematics Classes
Term 2022-2023 Academic Year
Semester 4. Semester
Duration (T+A) 2-0 (T-A) (17 Week)
ECTS 4 ECTS
National Credit 2 National Credit
Teaching Language Türkçe
Level Lisans Dersi
Type Normal
Mode of study Yüz Yüze Öğretim
Catalog Information Coordinator Doç. Dr. Gülfem SARPKAYA AKTAŞ
Course Instructor Doç. Dr. Gülfem SARPKAYA AKTAŞ (A Group) (Ins. in Charge)


Course Goal / Objective

o make students realize the unique symbols and terminology of mathematics. To ensure that mathematics use the symbol and terminology effectively and correctly, and to use the language of mathematics in mathematics in different disciplines in an appropriate and effective way. Mathematical thoughts can be used as concrete model, shape, picture, graphic, table, symbol, etc. to enable them to express orally and in writing using different representations. To associate everyday language with mathematical language and symbols.

Course Content

Mathematical symbol and terminology, the relationship of mathematical language within itself and with different disciplines, oral and written expression of mathematical thoughts with different representations, the relationship between daily language and mathematical language and symbols

Course Precondition

Not avaible

Resources

Kabael, T., & Baran, A. A. (2019). Examination of the mathematics literacy performances of secondary school mathematics teacher candidates and their views on mathematics literacy. Eskişehir Osmangazi University Turkish World Application and Research Center Education Journal, 4(2), 51-67. KABAEL, T. (2019). Mathematical literacy and PISA. Kabael, T. (Ed.), Mathematical Literacy and PISA (pp. 11-43). Ankara: Memoir Publishing. Cobb, P., Yackel, E., & McClain, K. (Eds.). (2012). Symbolizing and communicating in mathematics classrooms: Perspectives on discourse, tools, and instructional design. Routledge.

Notes

Cobb, P., Gravemeijer, K., Yackel, E., McClain, K., & Whitenack, J. (2021). Mathematizing and symbolizing: The emergence of chains of signification in one first-grade classroom. In Situated cognition (pp. 151-233). Routledge. Baykul, Y. (1997). lkögretimde matematik ögretimi. Ankara: Elit Yayıncılık. Çalıkoglu Bali, G. (2002). Matematik ögretiminde dil ögretimi. Hacettepe Üniversitesi Egitim Fakültesi Dergisi, 23, 57-61. Dickson, L., Brown, B. ve Gibson, O. (1993). Children learning mathematics: A teacher s guide to recent research. London: Cassell


Course Learning Outcomes

Order Course Learning Outcomes
LO01 Uses mathematical symbols and terminology effectively and accurately.
LO02 Knows and uses effectively notation patterns specific to mathematics teaching.
LO03 Knows how to use mathematics language effectively and effectively in different disciplines.
LO04 Knows how to express daily language with mathematical language and symbols.
LO05 Knows how to express mathematical language with daily language and symbols.


Relation with Program Learning Outcome

Order Type Program Learning Outcomes Level
PLO01 Bilgi - Kuramsal, Olgusal Has enough knowledge about mathematics.
PLO02 Bilgi - Kuramsal, Olgusal Has pedagogical knowledge about teaching profession and field.
PLO03 Bilgi - Kuramsal, Olgusal Implements classroom management approaches to be used in educational environments effectively. 4
PLO04 Bilgi - Kuramsal, Olgusal Prepares the learning environments in which appropriate teaching methods are used for effective mathematics education in accordance with development and age levels. 4
PLO05 Bilgi - Kuramsal, Olgusal Knows the relationship between Mathematics-Society-Environment-History and uses it in professional and daily life. 5
PLO06 Bilgi - Kuramsal, Olgusal Uses Turkish properly and effectively according to the rules. 5
PLO07 Bilgi - Kuramsal, Olgusal Selects and designs appropriate materials, in mathematics teaching.
PLO08 Bilgi - Kuramsal, Olgusal Monitors students' progress using different assessment and evaluation methods and techniques.
PLO09 Bilgi - Kuramsal, Olgusal Takes responsibility as an individual and as a team member to solve problems related to the field. 3
PLO10 Beceriler - Bilişsel, Uygulamalı Has life-long learning awareness.
PLO11 Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği Shares his/her knowledge and skills, problems and solutions that he/she identified by means of oral and written communication with the expert and non-expert people. 5
PLO12 Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği Uses information and communication technologies and other related materials for an effective mathematics teaching. 5
PLO13 Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği Has enough foreign language knowledge to follow foreign resources related to the field.
PLO14 Yetkinlikler - Öğrenme Yetkinliği Has the knowledge of the purpose, structure and functioning of the Turkish education system.
PLO15 Yetkinlikler - Öğrenme Yetkinliği Becomes a teacher who adheres to Atatürk's principles and revolutions.


Week Plan

Week Topic Preparation Methods
1 Sharing the course content and explaining the expectations Examining the related sources Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma, Örnek Olay
2 Structure and properties of mathematical terminology Examining the related sources Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma, Örnek Olay
3 The importance of communication in math classes Examining the related sources Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma, Örnek Olay
4 The place of the use of mathematics in the curriculum Examining the related sources Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma, Örnek Olay
5 Using mathematics language effectively in teaching mathematics Examining the related sources Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma, Örnek Olay
6 To be able to use mathematics language in different disciplines in an appropriate and effective way Examining the related sources Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma, Örnek Olay
7 General principles of mathematical writing and investigation of errors Examining the related sources Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma, Örnek Olay
8 Mid-Term Exam
9 While expressing mathematical thoughts, concrete model, shape, picture, graphic, table, symbol, etc. using different forms of representation Examining the related sources Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma, Örnek Olay
10 Associating everyday language with mathematical language and symbols, mathematical language with everyday language and symbols Examining the related sources Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma, Örnek Olay
11 Expressing mathematical thoughts effectively orally Examining the related sources Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma, Örnek Olay
12 Expressing mathematical thoughts effectively in writing Examining the related sources Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma, Örnek Olay
13 The importance of writing in mathematics education Examining the related sources Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma, Örnek Olay
14 Types and characteristics of writing activities used in mathematics education Examining the related sources Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma, Örnek Olay
15 General review and period evaluation Examining the related sources Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma, Örnek Olay
16 Term Exams Ölçme Yöntemleri:
Yazılı Sınav
17 Term Exams Ölçme Yöntemleri:
Performans Değerlendirmesi


Student Workload - ECTS

Works Number Time (Hour) Workload (Hour)
Course Related Works
Class Time (Exam weeks are excluded) 14 2 28
Out of Class Study (Preliminary Work, Practice) 14 2 28
Assesment Related Works
Homeworks, Projects, Others 1 0 0
Mid-term Exams (Written, Oral, etc.) 1 8 8
Final Exam 1 24 24
Total Workload (Hour) 88
Total Workload / 25 (h) 3,52
ECTS 4 ECTS

Update Time: 14.11.2022 10:07