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Information
| Code | ME806 |
| Name | Philosophy of Mathematics Education |
| 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 gain awareness about how formal and informal mathematics learning should be in order to gain individuals who can "understand" mathematics and are not afraid to question, think rationally and produce, and to produce and implement research and projects on this subject.
Course Content
Mathematics and Philosophy, the common aspects of these two disciplines, Schools of philosophy of mathematics, Logicism, Platonism, Formalism (Formalism), Intuitionism, Why should we learn mathematics. The place of philosophy in differentiated learning designs
Course Precondition
none
Resources
Zopluoğlu C., Uluslar Arası Öğrenci Değerlendirme Programı (PISA) 2012 Türkiye Değerlendirmesi: Matematik, Universty of Miami. Yabaş D., Altun S.,Farklılaştırılmış Öğretim Tasarımlarının Öğrencilerin Özerklik Hakları, Bilişüstü Becerileri ve Akademik Başarılarına Etkisinin İncelenmesi, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 2009 Sayı:17 Sayfa:201-214.Kılıç S., Çene E., Demir İ.,Türkiye’deki Matematik Başarısının Öğrenme Stratejileri Açısından 8 Ülke İle Karşılaştırılması. Uzay A., Matematik Eğitimi ve Ölçülmesi, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 1996 Sayı:12 Sayfa:145-149. Güzel E., Matematik Felsefesi. International Journal of Mathematical Education in Science and Technology, ISSN:0020-735X (print) 1464-5211. Efil T., Aytekin S., Karakoç Ö.F., İlköğretim Matematik Öğretmenliği, Matematik Felsefesinin Matematik Eğitimi Üzerine Etkisi. Avşar S., Tarihte Matematik ve Matematiğin Felsefesi. Beyaz G., Felsefe Gözünden Matematik, Tubitak Proje Yarışması.
Notes
Related digital resources
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explain the connection between Mathematics and Philosophy. |
| LO02 | Explains the schools of philosophy of mathematics. |
| LO03 | Knows the differences between schools. |
| LO04 | Develops ideas about the use of philosophy in mathematics lessons. |
| LO05 | Makes lesson plans about the use of philosophy in mathematics lessons. |
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. | 4 |
| 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. | 4 |
| PLO03 | Beceriler - Bilişsel, Uygulamalı | 1-Approaches new information in the field in a systematic way and conducts advanced research in the field. | |
| 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. | |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | 3-Makes critical analysis, synthesis and evaluation of new and complex ideas. | 4 |
| 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. | |
| 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. | 5 |
| 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. | |
| PLO13 | Yetkinlikler - Öğrenme Yetkinliği | 4-Develops and implements effective teaching strategies in order to provide students with knowledge and skills related to the field. | |
| 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. | |
| 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. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | * The relationship between mathematics and attitude, anxiety and fear • Factors that negatively affect mathematics teaching • Difficulties in measuring mathematics achievement • Mathematics and homework | Preparing for the subject from Relevant Sources #4 | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 2 | Mathematics achievement (Turkey and the world): Turkey's situation in this regard | Preparing for the subject from Relevant Sources #1 and 3 | Öğretim Yöntemleri: Tartışma |
| 3 | Teaching Mathematics • The nature of mathematics • Basic principles of Mathematics Teaching | Preparing for the subject from Relevant Sources #4 | Öğretim Yöntemleri: Tartışma |
| 4 | Differentiated instructional designs | Preparing for the subject from Relevant Sources #2 | Öğretim Yöntemleri: Tartışma |
| 5 | Mathematics and Philosophy • Common aspects of the two discipline | Preparing for the subject from Relevant Sources #5 and 9 | Öğretim Yöntemleri: Tartışma |
| 6 | The impact of philosophy on teaching mathematics: problem-solving-centered or knowledge-centered | Preparing for the subject from Relevant Sources #6 and 7 | Öğretim Yöntemleri: Tartışma |
| 7 | Schools of philosophy of mathematics • Logicism • Platonism • Formalism (Formalism) • Intuitionism | Preparing for the subject from Relevant Sources #5 | Öğretim Yöntemleri: Tartışma |
| 8 | mid term exam | homework preparation | Ölçme Yöntemleri: Ödev |
| 9 | Examining and discussing differentiated instructional designs (The entire education program from primary school 1) | Preparing for the subject from Relevant Sources | Öğretim Yöntemleri: Tartışma |
| 10 | Making differentiated instructional designs by associating mathematics subjects with philosophy | Student's search for resources | Öğretim Yöntemleri: Tartışma |
| 11 | Making differentiated instructional designs by associating mathematics subjects with philosophy 2 | Assignment: Preparing an application sample | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 12 | Making differentiated instructional designs by associating mathematics subjects with philosophy 3 | Assignment: Preparing an application sample | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 13 | Making differentiated instructional designs by associating mathematics subjects with philosophy 4 | Assignment: Preparing an application sample | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 14 | Making differentiated instructional designs by associating mathematics subjects with philosophy 5 | Assignment: Presenting the application | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 15 | Making differentiated instructional designs by associating mathematics subjects with philosophy 6 | Assignment: Presenting the application | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 16 | final exams | preparing homework reports | Ölçme Yöntemleri: Ödev |
| 17 | final exams | preparing homework reports | Ölçme Yöntemleri: Ödev |
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 | ||