TÜRKÇE
ENGLISH
Information
| Code | MATS204 |
| Name | Communication in Mathematics Classes |
| 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 Goal
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 | ||