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Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS OME 5022 COMMUNICATION IN MATHEMATICS CLASSES ELECTIVE 2 0 0 4

Offered By

ELEMENTARY MATHEMATICS TEACHER EDUCATION

Level of Course Unit

First Cycle Programmes (Bachelor's Degree)

Course Coordinator

ASSOCIATE PROFESSOR SEMIHA KULA ÜNVER

Offered to

ELEMENTARY MATHEMATICS TEACHER EDUCATION

Course Objective

The aim of this course is to make mathematics student teachers aware that mathematics is a language with its own symbols and terminology, to recognize the importance of communication in mathematics classes, and to gain the ability to communicate effectively and efficiently.

Learning Outcomes of the Course Unit

1   Realize that mathematics has a language with its own symbols and terminology. 2   Use the symbols and terms of mathematics effectively and correctly. 3   Know and effectively use the forms of representation specific to mathematics teaching. 4   Know and use communication methods related to mathematical language. 5   Interpret the correctness and meaning of mathematical ideas.

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description 1 Sharing the content of the lesson, introducing the course sources, expressing the expectations about the course 2 The relationship between thinking and language use 3 Structure and properties of mathematics language 4 The importance of communication in mathematics classes 5 The place of the use of mathematics language in the Secondary School Mathematics Teaching Curriculum 6 Effective use of mathematics language in mathematics teaching 7 General principles of mathematical writing and examination of faulty situations 8 Course overview, evaluation and midterm examination 9 Using different forms of representation such as concrete model, figure, picture, graphic, table, and symbol when expressing mathematical thinking 10 Associating daily language with mathematical language and symbols and vice versa 11 Expressing mathematical ideas verbally in an effective way 12 Expressing mathematical ideas effectively in written form 13 Place and importance of writing in mathematics education 14 Types and characteristics of writing activities used in mathematics education 15 Final exam

Recomended or Required Reading

Vygotsky, L. S. (1985). Düşünce ve Dil (çev. S. Koray). Istanbul: Kaynak Kitabevi. Barton, B. (2008). The language of mathematics: Telling mathematical tales. Springer.

Planned Learning Activities and Teaching Methods

Lecture, discussion, question-answer, problem solving, group work.

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA 1 VZ Midterm 2 FN Semester final exam 3 BNS BNS Student examVZ * 0.40 + Student examFN * 0.60 4 BUT Make-up note 5 BBN End of make-up grade Student examVZ * 0.40 + Student examBUT * 0.60 *** Resit Exam is Not Administered in Institutions Where Resit is not Applicable.

Further Notes About Assessment Methods

None

Assessment Criteria

To be announced.

Language of Instruction

Turkish

Course Policies and Rules

To be announced.

Contact Details for the Lecturer(s)

semiha.kula@deu.edu.tr

Office Hours

To be announced.

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours) Lectures 13 2 26 Preparations before/after weekly lectures 13 2 26 Preparation for midterm exam 1 10 10 Preparation for final exam 1 10 10 Preparing assignments 13 1 13 Preparing presentations 2 4 8 Final 1 2 2 Midterm 1 2 2 TOTAL WORKLOAD (hours) 97

Contribution of Learning Outcomes to Programme Outcomes

PO/LO PO.1 PO.2 PO.3 PO.4 PO.5 PO.6 PO.7 PO.8 PO.9 PO.10 PO.11 PO.12 PO.13 PO.14 PO.15 LO.1 4 5 3 LO.2 5 3 4 4 4 5 3 LO.3 5 3 4 4 4 5 3 LO.4 5 3 4 4 4 5 3 LO.5 5 3 4 4 4 5 3