TÜRKÇE
ENGLISH
Information
| Code | ME814 |
| Name | Emerging Theories and Applications in Mathematics Education |
| Semester | . Semester |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 8 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Doktora Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator |
Course Goal
To be able to recognize the theoretical frameworks in mathematics education and learn how to use them in studies.
Course Content
Understanding the following theories that emerge in Mathematics Education. APOS Theory (Ed Dubinsky), Procept Theory (David Tall), Abstraction Theory (Dreyfus), Thinking structures (Krutettski), Mathematical Modeling (Lesh and Doerr), Situated cognition, Semiotics (SienceScience) ( Semiotics), Use of technology, SOLO taxonometry (Structure of Observed Learning Outcomes, SOLO taxonomy), Davis Theory, Goa model (Goa model)
Course Precondition
Not avaible
Resources
Bingölbali, E., Arslan, S., & Zembat, İ. HE. (2016). Theories in mathematics education. Ankara: Pegem Academy. Ernest, P., Skovsmose, O., Van Bendegem, J. P., Bicudo, M., Miarka, R., Kvasz, L., & Moeller, R. (2016). The philosophy of mathematics education. Springer Nature. Kaiser, G. (2020). Mathematical modelling and applications in education. Encyclopedia of mathematics education, 553-561. Trouche, L., Gueudet, G., & Pepin, B. (Eds.). (2019). The'resource'approach to Mathematics Education. Springer Nature.
Notes
relevant literature
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | To be able to comprehend the importance of theory in mathematics education |
| LO02 | Recognizing theoretical frameworks that can be used in mathematics education studies |
| LO03 | Applying theories in mathematics education in research |
| LO04 | Will be able to comprehend the relationship between the theories of mathematics education. |
| LO05 | To be able to use the theories in mathematics education in course applications |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | 1- Based on master's qualifications, he/she develops and deepens current and advanced knowledge in the field with original thought and/or research at the level of expertise and reaches original definitions that will bring innovation to science. | 5 |
| PLO02 | Bilgi - Kuramsal, Olgusal | 2- Establishes relationships between various disciplines and sub-fields that the field is related to, and reaches original results by using their expertise in the analysis, synthesis and evaluation of new and complex ideas. | 5 |
| PLO03 | Beceriler - Bilişsel, Uygulamalı | 1-Approaches new information in the field in a systematic way and conducts advanced research in the field. | 4 |
| PLO04 | Beceriler - Bilişsel, Uygulamalı | 2-Develops a new scientific method that brings innovation to science or applies a known method to a different field; At this point, it designs and carries out an original research. | 5 |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | 3-Makes critical analysis, synthesis and evaluation of new and complex ideas. | 3 |
| PLO06 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | 1- Contributes to science with an original, publishable work that brings innovation to science, develops a new scientific method or applies a known method to a field. | 4 |
| PLO07 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | 2-Expands the limits of knowledge in the field by publishing scientific articles related to the field in national and/or international refereed journals. | |
| PLO08 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | 3- Takes leadership in original and interdisciplinary studies. | |
| PLO09 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | 4-It carries out its work independently or as a team member. | |
| PLO10 | Yetkinlikler - Öğrenme Yetkinliği | 1-Creative and critical thinkers; develops new ideas and methods related to the field by using high-level mental processes such as problem solving and decision making. | 3 |
| PLO11 | Yetkinlikler - Öğrenme Yetkinliği | 2-Becomes a facilitator/director in education and training activities in his/her field. | 3 |
| PLO12 | Yetkinlikler - Öğrenme Yetkinliği | 3-Continues the teaching processes on an interactive and ethical basis. | |
| PLO13 | Yetkinlikler - Öğrenme Yetkinliği | 4-Develops and implements effective teaching strategies in order to provide students with knowledge and skills related to the field. | 3 |
| PLO14 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | 1- Examines social relations and the norms that guide these relations with a critical perspective, develops them and manages actions to change them when necessary. | 4 |
| PLO15 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | 2- Defends their original views in a community of experts. | |
| PLO16 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | 3-Using a foreign language at least at the C1 General Level of the European Language Portfolio, communicates and discusses advanced written, oral and visual communication. | |
| PLO17 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | 4-Communicates by considering cultural differences in all national and international studies. | |
| PLO18 | Yetkinlikler - Alana Özgü Yetkinlik | 1- It contributes to the process of becoming an information society by introducing technological, social and cultural advances to the society in the academic and professional context. | 3 |
| PLO19 | Yetkinlikler - Alana Özgü Yetkinlik | 2- Establishes functional interaction with relevant persons and institutions by using strategic decision-making processes in solving the problems encountered in the field. | 2 |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | 3- It produces solutions on social, scientific and ethical issues related to its field and supports the development of these values at the national and international level. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction and introduction of course content | obtaining relevant resources | Öğretim Yöntemleri: Anlatım |
| 2 | An Overview of Theories in Mathematics Education | Reading related resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 3 | The Role of Theory in Mathematics Education Studies | Reading related resources | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 4 | APOS Theory (Ed Dubinsky) | Reading related resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 5 | Procept Theory (David Tall) | Reading related resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 6 | Abstraction Theory (Dreyfus) | Reading related resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 7 | Thinking structures (Krutettski) | Reading related resources | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 8 | Midterm Exam | review of relevant resources | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Mathematical Modeling (Lesh and Doerr) | Reading related resources | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 10 | Situated cognition | Reading related resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 11 | (Semiotics) | Reading related resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 12 | Use of technology | Reading related resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 13 | Structure of Observed Learning Outcomes, SOLO taxonomy | Reading related resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 14 | Davis Theory | Reading related resources | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 15 | Goa model | Reading related resources | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 16 | Affective features of mathematics | Reading related resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 17 | Final Exam | review of relevant resources | Ölçme Yöntemleri: Yazılı Sınav |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 10 | 140 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 2 | 2 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 9 | 9 |
| Final Exam | 1 | 18 | 18 |
| Total Workload (Hour) | 211 | ||
| Total Workload / 25 (h) | 8,44 | ||
| ECTS | 8 ECTS | ||