COURSE UNIT TITLE

: GOALS, STUDY FIELDS & CURRICULUMS IN MATHEMATICS EDUCATION

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
FMM 6051 GOALS, STUDY FIELDS & CURRICULUMS IN MATHEMATICS EDUCATION COMPULSORY 3 0 0 10

Offered By

Mathematics Teacher Education

Level of Course Unit

Third Cycle Programmes (Doctorate Degree)

Course Coordinator

ASSISTANT PROFESSOR HASIBE SEVGI MORALI

Offered to

Mathematics Teacher Education

Course Objective

In this course, students will explore the fundamental, goals, issues and practices
associated with secondary mathematics education. The course focused on the links between research and practice in mathematics education. Particularly, we will examine recent study fields and research in mathematics education teaching and learning and implications for practice. In addition, students consider the underlying nature of curriculum, explore alternative definitions of the term curriculum, identify different problems these alternatives entail, and examine fundamental issues around mathematics curriculum, the curriculum reform movement and assessment as it informs instruction.

Learning Outcomes of the Course Unit

1   To understand what research means in mathematics education and to explore the purposes, limits, elements, ethics of research in mathematics education
2   To explore different fields in mathematics education and to identify the different purposes for research
3   Critique research studies to identify conceptual and methodological strengths and weaknesses
4   To examine the relationships research and practice and to explore implications of theories of learning for Mathematics instructions
5   To examine differences between research and evaluation
6   To understand what curriculum is as well as to understand curriculum influences society, and mathematics curriculum characteristics in different countries
7   To evaluate curriculum design and implementation
8   To understand curriculum adoption and enactment
9   To understand and apply current research recommendations in math curriculum issues
10   To understand the relationships between Curriculum and Student as well as the relationships between Curriculum and Teacher Knowledge and Beliefs

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Introductions; What is research in mathematics education and what is it for
2 Purposes and Limits of Research in Mathematics Education
3 `Elements of Reading a Research Study in Mathematics Education and `Research Ethics
4 Research Fields in Mathematics Education
5 Research versus Practice
6 Implications of theories of learning for practice in Mathematics Education
7 Evaluation versus Research: Curriculum as an example
8 Midterm Exam
9 What is Curriculum Curriculum influences Society, Mathematics Curriculum Characteristics in Different Countries
10 Curriculum Design and Analysis: MEB Teaching Programs, NCTM and CCSSM Standards
11 Curriculum Adoption and Enactment: MEB Teaching Programs, NCTM and CCSSM Standards
12 Implemetation of Curriculum to the Practice
13 `Curriculum and Student ` and `Curriculum and Teacher Knowledge and Beliefs
14 `Presentations of the Course Final Project and `Course Wrap-up
15 `Final Exam

Recomended or Required Reading

Senk, S. L., & Thompson, D. (2003). Standards-Based School Mathematics Curricula: What Are They What Do Students Learn Mahwah, N.J.: Lawrence Erlbaum Associates.

MEB, (2013). Ortaöğretim Matematik Dersi (9, 10, 11 ve 12. Sınıflar) Öğretim Programı, Retrieved from http://ogm.meb.gov.tr/

Common Core State Standards Initiative (CCSSI). 2010. Common Core State Standards for Mathematics. Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers. http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

National Council of Teachers of Mathematics. (2000) Principles and Standards for School Mathematics, Book and E-Standards CD. Reston, Virginia. NCTM
Abrantes, P. (2001). Mathematical competence for all: Options, implications, and obstacles. Educational Studies in Mathematics, 47, 125-143.

Apple, M. W. (1992). The text and cultural politics. Educational Researcher, 21(7), 4-11, 19.

Ball, D. & Cohen, D. (1996). Reform by the book: What is--or might be--the role of curriculum materials in teacher learning and instructional reform Educational Researcher, 25, 6-8, 14.
Boaler, J & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside School. Teachers College Record. 110 (3), 608-645.

Brown, L. C., Seeley, C. L. (2010). Transition from middle school to high school: Crossing the bridge. Mathematics Teaching in the Middle School, 15(6), 354-358.

Charlambous, C. & Philippou, G. (2010). Teachers' concerns and efficacy beliefs about implementing a mathematical curriculum reform: Integrating two lines of inquiry. Educational Studies in Mathematics, 75, 1-21.

Clements, D. (2007). Curriculum research: Toward a framework for research-based curricula. Journal for Research in Mathematics Education, 38, 35-70.

Ferrini-Mundi, J., Burrill, G. & Schmidt, W. (2007). Building teacher capacity of implementing curricular coherence: mathematics teacher professional development tasks. Journalof Mathematics Teacher Education, 10, 311-324.

Schmidt, W; Houang, R.; Cogan, L. (2002). A Coherent Curriculum: The Case of Mathematics. American Educator, volume 26 (issue 2), p. 10-26, 47.

Schoenfeld, A. H. (2004). The math wars. Educational Policy, 18(1), 253-286.

Smith, M. (2000). Redefining success in mathematics teaching and learning. Mathematics Teaching in the Middle School, 5, 378-386.

Planned Learning Activities and Teaching Methods

Colloborative Learning, Brainstorming, Class Discussions, Questioning, Problem Solving, Active Learning Strategies, Group working

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 MTEG MIDTERM GRADE
2 ASG ASSIGNMENT
3 FCG FINAL COURSE GRADE
4 FCG FINAL COURSE GRADE MTEG * 0.30 +ASG* 0.10 + FCG* 0.60
5 RST RESIT
6 FCGR FINAL COURSE GRADE (RESIT) MTEG * 0.30 + ASG * 0.10 + RST * 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

English

Course Policies and Rules

To be announced.

Contact Details for the Lecturer(s)

To be announced.

Office Hours

To be announced.

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 13 3 39
Preparations before/after weekly lectures 13 4 52
Preparation for midterm exam 1 13 13
Preparation for final exam 1 19 19
Preparing assignments 2 40 80
Preparing presentations 2 20 40
Final 1 2 2
Midterm 1 2 2
TOTAL WORKLOAD (hours) 247

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12PO.13PO.14
LO.1555544355
LO.255555435
LO.353555535
LO.45355535
LO.555535
LO.655535
LO.7555535
LO.8555535
LO.955555445553
LO.1055435