TÜRKÇE
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Information
| Code | ME815 |
| Name | Mathematical Language and Communication |
| Term | 2024-2025 Academic Year |
| Term | Fall and Spring |
| 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 Instructor |
Doç. Dr. Gülfem SARPKAYA AKTAŞ
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
To have knowledge about the importance of using mathematical language in mathematics education
Course Content
interpretations on semiotics and mathematical learning from representations to symbolization, creating mathematical discourse and mathematical objects by Symbolizing Mathematical Reality as Being, mathematical symbols and A Psychosemiotic Approach to learning mathematics Nature of symbolization, symbolization, modeling and instructional design, mathematical thinking, conceptual understanding symbolizing, communicating and mathematizing, basic components of models and modeling themes, discourse and integration in design are included in the content.
Course Precondition
not avaible
Resources
Alkan, H. ve Altun, M. (1998). Matematik ögretimi. Eskisehir: AçıkögretimFakültesi Yayınları. 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. Cobb, P., Yackel, E., & McClain, K. (Eds.). (2012). Symbolizing and communicating in mathematics classrooms: Perspectives on discourse, tools, and instructional design. 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.
Notes
Lansdell, J. M. (1999). Introducing young children to mathematical concepts: Problems with new terminology. Educational Studies, 25(3), 327-333. Leitze, R. A. (1997). Connecting process problem solving to children s literature. Teaching Children Mathematics, 3(7), 398-405. Orton, A. (1994). Learning mathematics: Issues, theory and classroom practice. London: Cassell. Altun, M. (2010). İlköğretim İkinci Kademede ( 6, 7 ve 8. Sınıflarda) Matematik Öğretimi, İstanbul: Alfa Yayınları, ISBN 975-96523-0-7.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Understands the relationship between language and learning. |
| LO02 | Recognizes the role of mathematics domain language as a semiotic tool in the mathematics learning process. |
| LO03 | Establishes the relationship between the field language of mathematics and mathematical difficulties. |
| LO04 | Uses the themes, which are the basic components of models and modeling, in discourse and design. |
| LO05 | Can determine the level of mathematical language use of students. |
| LO06 | Critically evaluate mathematical discourse and the integration of objects. |
| LO07 | Develops mathematical thinking, conceptual understanding and communication skills. |
| LO08 | Understand the nature of symbolisation and its role in instructional design |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | 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 | 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. | |
| PLO03 | Beceriler - Bilişsel, Uygulamalı | Approaches new information in the field in a systematic way and conducts advanced research in the field. | 5 |
| PLO04 | Beceriler - Bilişsel, Uygulamalı | 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 | Makes critical analysis, synthesis and evaluation of new and complex ideas. | 5 |
| PLO06 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | 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 | 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 | Takes leadership in original and interdisciplinary studies. | |
| PLO09 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | It carries out its work independently or as a team member. | |
| PLO10 | Yetkinlikler - Öğrenme Yetkinliği | 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 | Becomes a facilitator/director in education and training activities in his/her field. | |
| PLO12 | Yetkinlikler - Öğrenme Yetkinliği | Continues the teaching processes on an interactive and ethical basis. | 5 |
| PLO13 | Yetkinlikler - Öğrenme Yetkinliği | 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 | 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 | Defends their original views in a community of experts. | 3 |
| PLO16 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | 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 | Communicates by considering cultural differences in all national and international studies. | 5 |
| PLO18 | Yetkinlikler - Alana Özgü Yetkinlik | 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 | 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 | 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 | Introduction and introduction of course content | Reading related resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 2 | The relationship between thinking and language use | Reading related resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 3 | Article review and discussion Çalıkoğlu Bali, G. (2002). Language teaching in mathematics teaching. Hacettepe University Journal of the Faculty of Education, 23, 57-61. | Reading related resources | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 4 | Article review and discussion Akkuş, R. (2015). Language and Discourse in Mathematics. İlkogretim Online, 14(1). | Reading related resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 5 | Article review and discussion Raiker, A. (2002). Spoken language and mathematics. Cambridge Journal of Education, 32(1),45-60. | Reading related resources | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 6 | Article review and discussion Yeşildere, S. (2007). Primary School Mathematics Teacher Candidates' Competence in Using Mathematical Field Language, Boğaziçi University Journal of Education, 24(2), 61-70. | Reading related resources | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 7 | Symbolizing Mathematical Reality Into Being—Or How Mathematical Discourse and Mathematical Objects Create Each Other Anna Sfard | Reading related resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 8 | Midterm Exam | Reading related resources | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Symbolizing, Communicating, and Mathematizing: Key Components of Models and Modeling Richard Lesh, Helen M.Doerr | Reading related resources | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 10 | Designs for Environments That Invite and Sustain Mathematical Thinking John Bransford, Linda Zech, Dan Schwarts, Brigid Barron, Nancy Vye, and The Cognition and Technology Group at Vanderbilt | Reading related resources | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 11 | The Appropriation of Mathematical Symbols: A Psychosemiotic Approach to Mathematics Learning Bert van Oers | Reading related resources | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 12 | “If You Look at it the Other Way…”: An Exploration Into 177 the Nature of Symbolizing Ricardo Nemirovsky, Stephen Monk | Reading related resources | Öğretim Yöntemleri: Soru-Cevap, Anlatım, Tartışma |
| 13 | The place of effective use of mathematical field language in the Elementary Mathematics Curriculum | Reading related resources | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 14 | Mathematical difficulties and mathematical domain language | Reading related resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 15 | Student research paper presentation 1 | Reading related resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 16 | Student research paper presentation 2 | Reading related resources | Öğretim Yöntemleri: Gösteri, Anlatım |
| 17 | Final Exam | Ölçme Yöntemleri: Performans Değerlendirmesi |
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 | ||