TÜRKÇE
ENGLISH
Information
| Code | MATS203 |
| Name | Communication in Mathematics Classes |
| Term | 2024-2025 Academic Year |
| Semester | 3. Semester |
| Duration (T+A) | 2-0 (T-A) (17 Week) |
| ECTS | 4 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. KAMURAN TARIM |
| Course Instructor |
Doç. Dr. Gülfem SARPKAYA AKTAŞ
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
To make students realize the unique symbols and terminology of mathematics. To ensure that mathematics use the symbol and terminology effectively and correctly, and to use the language of mathematics in mathematics in different disciplines in an appropriate and effective way. Mathematical thoughts can be used as concrete model, shape, picture, graphic, table, symbol, etc. to enable them to express orally and in writing using different representations. To associate everyday language with mathematical language and symbols.To explain the characteristics of effective mathematical communication environments.
Course Content
In this course, mathematical symbols and terminology and the structure and functioning of mathematical language will be discussed. In addition to forming a coherent structure within itself, the relationships between mathematical language and different disciplines will be examined. Emphasis will be placed on the expression of mathematical ideas orally and in writing using different representations; the relationship between everyday language and mathematical language and symbols will be analyzed. The course aims to develop students' ability to express mathematical concepts accurately and effectively.
Course Precondition
Not avaible
Resources
Kabael, T., & Baran, A. A. (2019). Examination of the mathematics literacy performances of secondary school mathematics teacher candidates and their views on mathematics literacy. Eskişehir Osmangazi University Turkish World Application and Research Center Education Journal, 4(2), 51-67. KABAEL, T. (2019). Mathematical literacy and PISA. Kabael, T. (Ed.), Mathematical Literacy and PISA (pp. 11-43). Ankara: Memoir Publishing. Cobb, P., Yackel, E., & McClain, K. (Eds.). (2012). Symbolizing and communicating in mathematics classrooms: Perspectives on discourse, tools, and instructional design. Routledge.
Notes
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. Situated In cognition (pp. 151-233). Routledge. Baykul, Y. (1997). Mathematics teaching in primary education. Ankara: Elit Publishing. Çalıkoğlu Bali, G. (2002). Language teaching in mathematics teaching. Hacettepe University Faculty of Education Journal, 23, 57-61. Dickson, L., Brown, B. and Gibson, O. (1993). Children learning mathematics: A teacher's guide to recent research. London: Cassell
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Applies mathematical symbols and terminology effectively and accurately in the classroom |
| LO02 | uses effectively notation patterns specific to mathematics teaching. |
| LO03 | Apply the language of mathematics in itself and in different disciplines. |
| LO04 | Evaluates the relationship between everyday language and mathematical language |
| LO05 | Exlains mathematical language with daily language and symbols. |
| LO06 | Explains the characteristics of effective mathematical communication environments. |
| LO07 | Analyse the structure and functioning of mathematical language |
| LO08 | Discuss the coherence and logical structure of mathematical language |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Has enough knowledge about mathematics. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | Has pedagogical knowledge about teaching profession and field. | |
| PLO03 | Bilgi - Kuramsal, Olgusal | Implements classroom management approaches to be used in educational environments effectively. | 4 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Prepares the learning environments in which appropriate teaching methods are used for effective mathematics education in accordance with development and age levels. | 4 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Knows the relationship between Mathematics-Society-Environment-History and uses it in professional and daily life. | 2 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Uses Turkish properly and effectively according to the rules. | 5 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Selects and designs appropriate materials, in mathematics teaching. | |
| PLO08 | Bilgi - Kuramsal, Olgusal | Monitors students' progress using different assessment and evaluation methods and techniques. | |
| PLO09 | Bilgi - Kuramsal, Olgusal | Takes responsibility as an individual and as a team member to solve problems related to the field. | 2 |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | Has life-long learning awareness. | |
| PLO11 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Shares his/her knowledge and skills, problems and solutions that he/she identified by means of oral and written communication with the expert and non-expert people. | |
| PLO12 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Uses information and communication technologies and other related materials for an effective mathematics teaching. | 5 |
| PLO13 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Has enough foreign language knowledge to follow foreign resources related to the field. | |
| PLO14 | Yetkinlikler - Öğrenme Yetkinliği | Has the knowledge of the purpose, structure and functioning of the Turkish education system. | |
| PLO15 | Yetkinlikler - Öğrenme Yetkinliği | Becomes a teacher who adheres to Atatürk's principles and revolutions. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Sharing the course content and explaining the expectations | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 2 | Structure and properties of mathematical terminology | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 3 | The importance of communication in math classes | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 4 | The place of the use of mathematics in the curriculum | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 5 | Using mathematics language effectively in teaching mathematics | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 6 | To be able to use mathematics language in different disciplines in an appropriate and effective way | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 7 | General principles of mathematical writing and investigation of errors | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 8 | Mid-Term Exam | Preparation exam | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | While expressing mathematical thoughts, concrete model, shape, picture, graphic, table, symbol, etc. using different forms of representation | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 10 | Associating everyday language with mathematical language and symbols, mathematical language with everyday language and symbols | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 11 | Expressing mathematical thoughts effectively orally | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 12 | Expressing mathematical thoughts effectively in writing | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 13 | The importance of writing in mathematics education | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 14 | Types and characteristics of writing activities used in mathematics education | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 15 | General review and period evaluation | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 16 | Term Exams | Preparation exam | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Performance evaluation | Preparation exam | Ölçme Yöntemleri: Performans Değerlendirmesi |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 2 | 28 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 2 | 28 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 8 | 8 |
| Final Exam | 1 | 24 | 24 |
| Total Workload (Hour) | 88 | ||
| Total Workload / 25 (h) | 3,52 | ||
| ECTS | 4 ECTS | ||