TÜRKÇE
ENGLISH
Information
| Unit | FACULTY OF EDUCATION |
| ELEMENTARY MATHEMATICS EDUCATION PR. | |
| Code | MATZ408 |
| Name | History and Philosophy of Mathematics |
| Term | 2026-2027 Academic Year |
| Semester | 8. Semester |
| Duration (T+A) | 2-0 (T-A) (17 Week) |
| ECTS | 4 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | Türkçe |
| Level | Belirsiz |
| Type | Normal |
| Label | FE Field Education Courses C Compulsory |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. PERİHAN DİNÇ ARTUT |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
The aim of this course is to introduce students to the historical development of mathematics; to examine the evolution of mathematical thought from antiquity to the present day; and to provide an in-depth understanding of the nature of mathematics by analysing the major philosophical currents in mathematics (logicism, intuitionism, formalism, etc.) throughout this process.
Course Content
"Historical development and milestones of mathematics from ancient times to the present; fundamental philosophical questions about the nature of mathematics; major schools of thought such as Logicism, Formalism, and Intuitionism; debates on the truth and existence of mathematical knowledge.
Course Precondition
There are no prerequisites.
Resources
Karakırık, E. (Ed.). History and Philosophy of Mathematics. Sertöz, S. The Enlightened World of Mathematics. TÜBİTAK Publications. Wilder, R. L. Introduction to the Foundations of Mathematics.
Notes
Yıldırım, C. (2014). Philosophy of Science. Istanbul: Remzi Bookstore.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | It explains the key milestones in the historical development of mathematics. |
| LO02 | It assesses the contributions made to mathematics by various civilisations (Egypt, Mesopotamia, Greece, the Islamic world, etc.). |
| LO03 | It compares the main schools of thought in the philosophy of mathematics and their views on the foundations of mathematics. |
| LO04 | He engages in philosophical discussions on the nature of mathematical objects and the certainty of mathematical knowledge. |
| LO05 | It analyses the influence of the history and philosophy of mathematics on mathematics education. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Has enough knowledge about mathematics. | 2 |
| 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. | |
| 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. | |
| PLO05 | Bilgi - Kuramsal, Olgusal | Knows the relationship between Mathematics-Society-Environment-History and uses it in professional and daily life. | 5 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Uses Turkish properly and effectively according to the rules. | |
| 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. | |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | Has life-long learning awareness. | 2 |
| 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. | |
| 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 | An Introduction to the Nature, History and Philosophy of Mathematics | No preparation required | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap |
| 2 | Ancient Mathematics (Numbers and Geometry in Egypt and Mesopotamia) | review of the relevant documents | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Ancient Greek Mathematics and the Birth of the Concept of Proof (Thales, Pythagoras, Plato) | review of the relevant documents | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | The Alexandrian Period and Euclid’s Elements: The Foundations of the Axiomatic System | review of the relevant documents | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | Mathematics in the Medieval and Islamic Worlds (Al-Khwarizmi, Omar Khayyam and the Birth of Algebra) | Review of the relevant documents | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 6 | The Renaissance and the Transition to Modern Mathematics (Number Systems and the Birth of Analytic Geometry) | Review of the relevant documents | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | The Historical Development of Differential and Integral Calculus (The Newton–Leibniz Controversy) | Review of the relevant documents | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | Review of the relevant documents | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | An Introduction to the Philosophy of Mathematics: Ontological and Epistemological Approaches | Review of the relevant documents | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | Platonism (Realism) and Aristotelian Approaches | Review of the relevant documents | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 11 | The Crisis in the Foundations of Mathematics and Modern Trends: Logicism (Russell, Frege) | Review of the relevant documents | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Formalism (Hilbert) and Intuitionism (Brouwer) | Review of the relevant documents | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | Gödel’s Incompleteness Theorem and Its Impact on the Philosophy of Mathematics | Review of the relevant documents | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | The Semi-Formalist Approach (Lakatos) and the Social Constructivist Philosophy of Mathematics | Review of the relevant documents | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 15 | The Use of the History and Philosophy of Mathematics in Mathematics Education | Review of the relevant documents | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 16 | Term Exams | Review of the relevant documents | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Term Exams | Review of the relevant documents | Ölçme Yöntemleri: Yazılı Sınav |
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 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 1 | 1 |
| Final Exam | 1 | 2 | 2 |
| Total Workload (Hour) | 101 | ||
| Total Workload / 25 (h) | 4,04 | ||
| ECTS | 4 ECTS | ||