TÜRKÇE
ENGLISH
Information
| Code | MATS204 |
| Name | Communication in Mathematics Classes |
| Term | 2024-2025 Academic Year |
| Semester | 4. 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 | Doç. Dr. Gülfem SARPKAYA AKTAŞ |
| Course Instructor |
1 2 |
Course Goal / Objective
o 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 of mathematical language will be discussed. Emphasis will be placed on how mathematical language is related to different disciplines while maintaining its coherence within itself. The oral and written expression of mathematical ideas using different representations will be covered and students' ability to express these ideas clearly will be developed.
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. In Situated cognition (pp. 151-233). Routledge. Baykul, Y. (1997). lkögretimde matematik ögretimi. Ankara: Elit Yayıncılık. Çalıkoglu Bali, G. (2002). Matematik ögretiminde dil ögretimi. Hacettepe Üniversitesi Egitim Fakültesi Dergisi, 23, 57-61. Dickson, L., Brown, B. ve 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 | Explains the characteristics of effective mathematical communication environment |
| LO06 | Explains the characteristics of effective mathematical communication environments. |
| 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 explaining the expectations | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 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 for 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 for exam | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Performance Evaluation | Preparation for 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 | ||