Bilgi Paketi / Ders Kataloğu
| İlköğretim Matematik Öğretmenliği | |||||
| Lisans | Programın Süresi: 4 | Kredi Sayısı: 240 | TYYÇ: 6. Düzey | QF-EHEA: 1. Düzey | EQF: 6. Düzey |
Ders Genel Tanıtım Bilgileri
| Yüksekokul/Myo/Fakülte/Enstitü | Eğitim Fakültesi | ||||
| Ders Kodu | MATH 136 | ||||
| Ders Adı İngilizce | Philosophy of Mathematics | ||||
| Ders Adı Türkçe | Matematik Felsefesi | ||||
| Öğretim Dili | EN | ||||
| Ders Türü | Ders | ||||
| Dersin Düzeyi | Seçiniz | ||||
| Dönem | Güz | ||||
| Haftalık İletişim Saatleri |
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| Tahmini Öğrenci İş Yükü | Dönem boyunca 118 saat | ||||
| Ders Kredileri | 2 AKTS | ||||
| Değerlendirme | Standart Harf Notu | ||||
| Ön Koşul | Yok | ||||
| Yan Koşul | Yok | ||||
| Beklenen Ön Bilgi | Yok | ||||
| Kayıt Kısıtlamaları | Yok | ||||
| Genel Eğitim Hedefi | |||||
| Ders Açıklaması | Bu dersin amacı, 19. ve 20. yüzyıllarda matematik ve matematik eğitimi için bir "temel" arayışına yol açan birkaç temel felsefi soruyu öğrencilerin ifade etmesini ve bu konuda temel bilgilere sahip olmasını sağlamaktır. İkincisi, öğrencilerin matematiksel uygulamadaki değişikliklerin felsefi kuramlaşmayı nasıl değiştirdiğini açıklayabilmeyi öğrenmesidir. |
Ders Öğrenme Çıktıları ve YeterliliklerBu dersi başarıyla tamamlayabilen öğrenciler:1) Matematiksel uygulamadaki değişikliklerin felsefi teorileştirmeyi nasıl değiştirdiğini ve tam tersini anlayabilme; 2) farklı matematiksel kanıtları analiz edebilme; 3) matematiksel argümanların geçerliliğini değerlendirebilme; 4) Matematik felsefesinin tarihsel gelişimini yansıtabilme. |
| Program Öğrenme Çıktıları/Ders Öğrenme Çıktıları | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| 1) Apply effective and student-centered specific teaching methods and strategies in order to improve students’ mathematical thinking and problem solving skills. | ||||
| 2) Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. | ||||
| 3) Demonstrate knowledge in various areas of mathematics (such as analysis, algebra, linear algebra, geometry, topology, mathematical modeling, statistics and probability, differential equations) and nature of science and mathematics. | ||||
| 4) Display knowledge and skills in developing programs, teaching technologies and materials in order to teach mathematics in effective and meaningful ways based on student needs. | ||||
| 5) Evaluate and assess students’ individual developmental paths, difficulties in understanding mathematics in multiple ways and use assessment results in improving teaching and learning. | ||||
| 6) Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. | ||||
| 7) Collaborate and respectively communicate with colleagues and student parents such that students learn mathematics in best ways and at the same time feel happy and safe. Work effectively within teams of their own discipline and multi-disciplinary as well as take individual responsibility when they work alone. | ||||
| 8) Have awareness of need for life-long learning. Access information and following developments in education, science and technology. Display skills of solving problems related to their field, renew and improve themselves and critically analyze and question their own work. Use information technologies in effective ways. | ||||
| 9) Use scientific investigation effectively to solve problems in mathematics teaching and learning based on scientific methods. Critically investigate, analyze and make a synthesis of data, and develop solutions to problems based on data and scientific sources. | ||||
| 10) Exhibit skills of communicating effectively in oral and written Turkish and command of English at least at B2 general level of European Language Portfolio. | ||||
| 11) Have awareness of and sensitivity to different cultures, values and students’ democratic rights. | ||||
| 12) Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws. | ||||
| 13) Demonstrate consciousness and sensitivity towards preserving nature and environment in the process of developing lesson activities. | ||||
| 14) Display knowledge in national culture and history as well as international cultures and recognize their richness. Have awareness of and participate to developments in society, culture, arts and technology. |
Program Sonuçları ve Yeterliliklerle İlişkisi
| N Yok | S Destekleyici | H Çok İlgili |
| Program Çıktıları ve Yeterlilikler | Düzey | Değerlendirme | |
| 1) | Apply effective and student-centered specific teaching methods and strategies in order to improve students’ mathematical thinking and problem solving skills. | H | Sunum,Proje |
| 2) | Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. | N | |
| 3) | Demonstrate knowledge in various areas of mathematics (such as analysis, algebra, linear algebra, geometry, topology, mathematical modeling, statistics and probability, differential equations) and nature of science and mathematics. | H | Ödev,Sunum,Proje |
| 4) | Display knowledge and skills in developing programs, teaching technologies and materials in order to teach mathematics in effective and meaningful ways based on student needs. | N | |
| 5) | Evaluate and assess students’ individual developmental paths, difficulties in understanding mathematics in multiple ways and use assessment results in improving teaching and learning. | N | |
| 6) | Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. | N | |
| 7) | Collaborate and respectively communicate with colleagues and student parents such that students learn mathematics in best ways and at the same time feel happy and safe. Work effectively within teams of their own discipline and multi-disciplinary as well as take individual responsibility when they work alone. | S | Sunum |
| 8) | Have awareness of need for life-long learning. Access information and following developments in education, science and technology. Display skills of solving problems related to their field, renew and improve themselves and critically analyze and question their own work. Use information technologies in effective ways. | S | Sunum,Proje |
| 9) | Use scientific investigation effectively to solve problems in mathematics teaching and learning based on scientific methods. Critically investigate, analyze and make a synthesis of data, and develop solutions to problems based on data and scientific sources. | S | Ödev,Sunum,Proje |
| 10) | Exhibit skills of communicating effectively in oral and written Turkish and command of English at least at B2 general level of European Language Portfolio. | S | Sunum |
| 11) | Have awareness of and sensitivity to different cultures, values and students’ democratic rights. | N | |
| 12) | Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws. | S | Sunum,Proje |
| 13) | Demonstrate consciousness and sensitivity towards preserving nature and environment in the process of developing lesson activities. | N | |
| 14) | Display knowledge in national culture and history as well as international cultures and recognize their richness. Have awareness of and participate to developments in society, culture, arts and technology. | S | Ödev,Sunum,Proje |
| Hazırlayan ve Tarih | RUKİYE DİDEM TAYLAN , |
| Ders Koordinatörü | BENGİ BİRGİLİ |
| Dönem | Güz |
| Dersi Veren(ler) | Öğr. Gör. TUĞRUL ÖZKARACALAR |
Ders İçeriği
| Hafta | Konu |
| 1) | Derse Giriş: Matematik Felsefesi |
| 2) | Matematik Eğitiminde Felsefenin Önemi |
| 3) | Önemli Matematiksel Teoremlerin Kanıtlarının Araştırılması |
| 4) | Genellik ve Öklid Geometrisi |
| 5) | Aristoteles Mantığı |
| 6) | Soyut Fikirler Teorisi ve Gösterimi |
| 7) | Argümanların İnşası |
| 8) | Sunum Haftası |
| 9) | Sunum Haftası |
| 10) | Matematikte Bilmek |
| 11) | Çıkarım Kuralları ve Aksiyomlar (Leibniz) |
| 12) | A Priori ve Analitiklik (Kant’ın Matematik Felsefesi) |
| 13) | Matematik ve Felsefenin Tarihsel Gelişimine Genel Bakış |
| 14) | Final Projesinin Sunumu |
| 15) | Final Sınav Dönemi (Proje) |
| 16) | Final Sınav Dönemi (Proje) |
| Gerekli/Tavsiye Edilen Okumalar | |||||||||||||||||||
| Öğretme Teknikleri | |||||||||||||||||||
| Ödev ve Projeler | |||||||||||||||||||
| Laboratuvar Çalışması | |||||||||||||||||||
| Bilgisayar Kullanımı | |||||||||||||||||||
| Diğer Aktiviteler | |||||||||||||||||||
| Değerlendirme Yöntemleri |
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| Ders Yönetimi |
tayland@mef.edu.tr |
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AKTS Öğrenci İş Yükü Tahmini
| AKtivite | Hafta Sayısı | Saat | Hesaplama | ||||
| Yarıyıl Başına Hafta Sayısı | Etkinliğe Hazırlık | Etkinliğin Kendisinde Harcanan | Etkinlik Gereksinimlerini Tamamlama | ||||
| Ders Saati | 14 | 1 | 1 | 28 | |||
| Sunum / Seminer | 5 | 4 | 2 | 30 | |||
| Proje | 5 | 4 | 2 | 30 | |||
| Ödevler | 5 | 4 | 2 | 30 | |||
| Toplam İş Yükü | 118 | ||||||
| Toplam İş Yükü/25 | 4.7 | ||||||
| AKTS | 2 | ||||||