Information Package / Course Catalogue
| Mathematics Education (With thesis) | |||||
| Master | Length of the Programme: 2 | Number of Credits: 120 | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF: Level 7 |
ECTS Course Information Package
| School/Faculty/Institute | Graduate School | ||||
| Course Code | MED 501 | ||||
| Course Title in English | Fundamental Theories in Mathematics Education | ||||
| Course Title in Turkish | Matematik Eğitiminde Temel Kuramlar | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom,Lecture | ||||
| Level of Course | Introductory | ||||
| Semester | Fall | ||||
| Contact Hours per Week |
|
||||
| Estimated Student Workload | 134 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Co-requisites | None | ||||
| Expected Prior Knowledge | Educational Psychology Introduction to Educational Sciences | ||||
| Registration Restrictions | Only Graduate Students | ||||
| Overall Educational Objective | To gain further knowledge on the important theoretical perspectives in the field of mathematics education | ||||
| Course Description | Theories of learning and teaching in Mathematics Education are covered. Readings and discussions about Constructivism and Social Constructivism and theories of scholars such as Piaget, Vygotsky, von Glasersfeld, Steffe are introduced, by making use of Educational Psychology. Theories that have influenced teaching and mathematics teacher education are also included. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) understand the fundamental theories of teaching and learning in mathematics education 2) realize and differentiate the wide variety of theoretical perspectives and their use in classroom teaching and research 3) relate theoretical perspectives with different research reports and their designs 4) examine theoretical perspectives, choose and use appropriate theories in their projects 5) summarize, report, and communicate different research articles utilizing a variety of theoretical perspectives in learning and teaching of mathematics. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| 1) Transfer of mathematical knowledge into applications related to learning and teaching. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Transfer of mathematical knowledge into applications related to learning and teaching. | N |
| Prepared by and Date | RUKİYE DİDEM TAYLAN , December 2023 |
| Course Coordinator | BENGİ BİRGİLİ |
| Semester | Fall |
| Name of Instructor |
Course Contents
| Week | Subject |
| 1) | Introduction to the course |
| 2) | Piaget and his learning theories Hypothetical Learning Trajectories in Mathematics Education by Martin Simon |
| 3) | Affect in Mathematics Education by Markku S. Hannula Metacognition by Gloria Stillman |
| 4) | Argumentation in Mathematics by Kristin Umland, Bharath Sriraman Argumentation in Mathematics Education by Bharath Sriraman, Kristin Umland |
| 5) | Embodied Cognition by Bharath Sriraman, Ke Wu Enactivist Theories by Simon Goodchild |
| 6) | Mathematical Learning Difficulties and Dyscalculia by Anna Baccaglini-Frank, Pietro Di Martino Mathematical Literacy by Mogens Niss, Eva Jablonka |
| 7) | Algebra Teaching and Learning by Carolyn Kieran |
| 8) | Midterm |
| 9) | Knowledge for mathematics teaching (PCK, MKT) |
| 10) | Theoretical perspectives in teaching mathematics using technology (TPACK) |
| 11) | Realistic Mathematics Education, Teaching using problem solving |
| 12) | Inquiry-Based Mathematics Education by Jean-Luc Dorier, Katja Maass Instrumental and Relational Understanding in Mathematics Education by Jon Star |
| 13) | Mathematization as Social Process by Ole Skovsmose Gender in Mathematics Education by Helen Forgasz |
| 14) | Final reflection and discussion on different theoretical perspectives |
| 15) | Final Project Presentations |
| 16) | Final project Presentations and Final Project submission |
| Required/Recommended Readings | List of readings and indication whether they are required or recommended. Required Books Lerman S.(eds). European Traditions in Didactics of Mathematics.In Switzerland: Springer, https://doi.org/10.1007/978-3-030-15789-0 Vygotsky, Lev. Thought and Language, Massachusetts Institute of Technology Press, Cambridge, 2012. Recommended Readings Cobb, P., & Yackel, E. (1996). Constructivist, Emergent, and Sociocultural Perspectives in the Context of Developmental Research. Educational Psychologist, 31(3/4), 175-190. Sriraman, B., & L., English (2005). Theories of Mathematics Education: A global survey of theoretical frameworks/trends in mathematics education research. Zentralblatt für Didaktik der Mathematik, 37(6), 450-456. von Glasersfeld, E. (1995). Radical Constructivism: A Way of Knowing and Learning. London: The Falmer Press. Cobb, P., & Yackel, E. (1996). Constructivist, Emergent, and Sociocultural Perspectives in the Context of Developmental Research. Educational Psychologist, 31(3/4), 175-190. | |||||||||||||||||||||
| Teaching Methods | Flipped learning will be used as the main teaching strategy. However, course lecture, direct instruction, and group work and discussions will be used. Students will discuss in their groups about practical aspects related to a variety of theoretical perspectives. | |||||||||||||||||||||
| Homework and Projects | Throughout the course you are required to be ready for class and actively participate. This means you need to do the required readings and join the discussions respectively.The participation will be also assessed via pop-quizzes. There will be one report related to your choice of learning or teaching theory in mathematics education- Article critique report. There will be also a Final project where you will discuss a teaching or learning video using the readings suggested throughout the semester. The primary intent of the assignments for you is to assess your on-going learning and to guide your own learning efforts. A rubric for assessment will be provided for each assignment or project. | |||||||||||||||||||||
| Laboratory Work | None | |||||||||||||||||||||
| Computer Use | None | |||||||||||||||||||||
| Other Activities | Grading; Active Participation and pop quizzes: 20% Midterm examination: 25% Assignment (Article critique report): 15% Final Project Presentation and Report: 10% and 30% | |||||||||||||||||||||
| Assessment Methods |
|
|||||||||||||||||||||
| Course Administration |
02123953600 Instructor: e-mail: Office Hours: TBA By appointment Rules for attendance: The student must attend at least 70% of the classes. Academic dishonesty and plagiarism: YOK Disciplinary Regulation |
|||||||||||||||||||||
ECTS Student Workload Estimation
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 1 | 2 | 1 | 56 | ||
| Study Hours Out of Class | 12 | 3 | 2 | 1 | 72 | ||
| Midterm(s) | 1 | 4 | 2 | 6 | |||
| Total Workload | 134 | ||||||
| Total Workload/25 | 5.4 | ||||||
| ECTS | 5 | ||||||