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Information
| Code | ME812 |
| Name | Mathematics Education Theories |
| Term | 2022-2023 Academic Year |
| 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 / Objective
The aim of this course is to examine the theories and paradigms that have emerged historically in mathematics education and to examine the strengths and weaknesses of these theories and paradigms and their application processes.
Course Content
Within the scope of this course, the theories/theoretical frameworks emerging in the mathematics education literature, the weaknesses and strengths of these theories and the possibilities they provide in practice will be discussed. In this context; The emergence of mathematics education as a discipline, the need for learning theories in mathematics education, the adequacy of mathematical learning theories in explaining learning, Van Hiele geometric thinking theory, conceptual and operational understanding, concept image-concept definition, analysis of RBC abstraction theories. , mathematics knowledge for teaching, theories such as ethnomathematics will be analyzed comparatively
Course Precondition
None
Resources
Bingölbali, E., Arslan, S. &Zembat, İ. (2016). Matematik Eğitiminde Teoriler.Pegem Akademi. Lester,F. K. (2007) Second Handbook and Research on Mathematics Teaching and Learning. Information Age Publishing (IAP).Van de Walle, J. A., Folk, S., Karp, K.S., & Bay-Williams, J. M. (2015). Elementary and middle school mathematics: Teaching developmentally (9th ed.). Toronto: Pearson
Notes
https://library.cu.edu.tr/cu/e-kaynaklar/veritabanlari
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Evaluates the strengths of various approaches in mathematics education. |
| LO02 | Designs a new and original model by synthesizing different learning theorems in mathematics teaching. |
| LO03 | Evaluates different learning theorems in mathematics teaching. |
| LO04 | Evaluates the weaknesses of various approaches in mathematics education. |
| LO05 | Evaluates various teaching theorems in mathematics teaching. |
| LO06 | Designs a new and original model by synthesizing different teaching theorems in mathematics teaching. |
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. | 3 |
| 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. | 3 |
| PLO03 | Beceriler - Bilişsel, Uygulamalı | 1-Approaches new information in the field in a systematic way and conducts advanced research in the field. | 3 |
| 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. | 2 |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | 3-Makes critical analysis, synthesis and evaluation of new and complex ideas. | 2 |
| 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. | 2 |
| 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. | 2 |
| 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. | |
| PLO11 | Yetkinlikler - Öğrenme Yetkinliği | 2-Becomes a facilitator/director in education and training activities in his/her field. | |
| PLO12 | Yetkinlikler - Öğrenme Yetkinliği | 3-Continues the teaching processes on an interactive and ethical basis. | 3 |
| 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. | |
| 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. | 3 |
| 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. | |
| 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. | |
| 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. | 3 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | General introduction of the course and basic concepts | General information | Öğretim Yöntemleri: Soru-Cevap |
| 2 | RBC Abstraction Theory | Reading research on the subject. | Öğretim Yöntemleri: Tartışma |
| 3 | A Theory for Modeling Student Understandings: cK¢ | Reading research on the subject. | Öğretim Yöntemleri: Bireysel Çalışma |
| 4 | Operational and Structural Cognition Theory | Reading research on the subject. | Öğretim Yöntemleri: Soru-Cevap, Anlatım |
| 5 | Mathematical Thinking | Reading research on the subject. | Öğretim Yöntemleri: Anlatım |
| 6 | Zoltan Dienes' Theory of Learning Mathematics | Reading research on the subject. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | Anthropological Theory of Didactics | Reading research on the subject. | Öğretim Yöntemleri: Anlatım |
| 8 | Mid term exam | Ölçme Yöntemleri: Yazılı Sınav |
|
| 9 | Van Hiele Levels of Geometric Thinking | Reading research on the subject. | Öğretim Yöntemleri: Tartışma |
| 10 | Intuitive Rule Theory | Reading research on the subject. | Öğretim Yöntemleri: Tartışma |
| 11 | Theoretical Frameworks on the Development of Statistical Reasoning | Reading research on the subject. | Öğretim Yöntemleri: Tartışma |
| 12 | Abstraction and Its Types According to Piaget | Reading research on the subject. | Öğretim Yöntemleri: Tartışma |
| 13 | Socio-mathematical Norms | Reading research on the subject. | Öğretim Yöntemleri: Tartışma |
| 14 | Geometric Paradigms | Reading research on the subject. | Öğretim Yöntemleri: Tartışma |
| 15 | Paradigmalar involved in mathematical thinking | Examination of research on the subject | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 16 | General evaluation | Review of work done during the semester. | Öğretim Yöntemleri: Soru-Cevap |
| 17 | Final Exam | exam preparation | Ölçme Yöntemleri: Proje / Tasarım |
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 | 9 | 126 |
| 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) | 197 | ||
| Total Workload / 25 (h) | 7,88 | ||
| ECTS | 8 ECTS | ||