ME815 Mathematical Language and Communication

8 ECTS - 3-0 Duration (T+A)- . Semester- 3 National Credit

Information

Code ME815
Name Mathematical Language and Communication
Term 2024-2025 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

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 To be able to comprehend the relationship between language and learning.
LO02 To be able to recognize the role of mathematics domain language as a semiotic tool in the mathematics learning process.
LO03 To be able to establish the relationship between the field language of mathematics and mathematical difficulties.
LO04 To be able to use the themes, which are the basic components of models and modeling, in discourse and design.
LO05 To be able to determine mathematical language usage levels.


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.
PLO03 Beceriler - Bilişsel, Uygulamalı 1-Approaches new information in the field in a systematic way and conducts advanced research in the field. 5
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. 5
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.
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. 5
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.
PLO15 Yetkinlikler - İletişim ve Sosyal Yetkinlik 2- Defends their original views in a community of experts. 3
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. 5
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 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

Update Time: 09.05.2024 04:28