TÜRKÇE
ENGLISH
Information
| Code | MATS304 |
| Name | Communication in Mathematics Classes |
| Term | 2024-2025 Academic Year |
| Semester | 6. 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 |
| Label | FE Field Education Courses E Elective |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Doç. Dr. Gülfem SARPKAYA AKTAŞ |
| Course Instructor |
1 |
Course Goal / Objective
Tomake studentsrealize the unique symbolsand terminology of mathematics. To enable them to use the symbols and terminology of mathematics effectivelyand correctly, to use the language of mathematicsinmathematics itselfand in different disciplinesin an appropriate and effective manner. Mathematical thoughts on concrete models, figures, pictures, graphics, tables, symbols, etc. using different representationsand to enable them to expressin written and verbal form. To be able to associate everydaylanguage withmathematical language and symbols. To explain the characteristics of effective mathematical communication environments.
Course Content
Mathematical symbolsand terminology, the relationship of mathematical language within itselfand with different disciplines, oraland written expression of mathematical ideas with different representations, the relationship between everyday language and mathematical language and symbols
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 | Uses mathematical symbols and terminology effectively and accurately. |
| 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 | Expresses mathematical language with daily language and symbols. |
| LO06 | Explains the characteristics of effective mathematical communication environment |
| LO07 | Analyse the structure and functioning of mathematical language |
| LO08 | Discusses 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. | 3 |
| 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. | 3 |
| 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 announcing expectations | Examination of relevant sources | |
| 2 | Structure and properties of mathematical terminology | Examination of relevant sources | |
| 3 | The importance ofcommunication inmath classrooms | Examination of relevant sources | |
| 4 | The place of using mathematical language in the curriculum | Examination of relevant sources | |
| 5 | Using the language of mathematics effectively in mathematics teaching | Examination of relevant sources | |
| 6 | To be able to use the language of mathematicsin different disciplinesappropriately and effectively | Examination of relevant sources | |
| 7 | General principles of mathematical writing and investigation of erroneous cases | Examination of relevant sources | |
| 8 | Mid-Term Exam | Preparation for exam | |
| 9 | When expressing mathematical thoughts, concrete models, figures, pictures, graphics, tables, symbols, etc. using different forms of representation | Examination of relevant sources | |
| 10 | Associating everydaylanguage withmathematical language and symbols, mathematical language, everydaylanguage and symbols | Examination of relevant sources | |
| 11 | Expressing mathematical thoughts effectively verbally | Examination of relevant sources | |
| 12 | Expressing mathematical thoughts effectively in writing | Examination of relevant sources | |
| 13 | The importance of writing in mathematics education | Examination of relevant sources | |
| 14 | Typesand characteristics of writing activities used inmathematics education | Examination of relevant sources | |
| 15 | General review and term evaluation | Examination of relevant sources | |
| 16 | Term Exams | Preparation for exam | |
| 17 | Performance evaluation | Preparation for exam |
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 | ||