COURSE UNIT TITLE

: MATHEMATICAL MODELLING AND TEACHING MATHEMATICAL MODELLING

DEGREE PROGRAMMES

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
FMM 6062 MATHEMATICAL MODELLING AND TEACHING MATHEMATICAL MODELLING ELECTIVE 3 0 0 10

Offered By

Mathematics Teacher Education

Level of Course Unit

Third Cycle Programmes (Doctorate Degree)

Course Coordinator

PROFESSOR DOCTOR ESRA BUKOVA GÜZEL

Offered to

Mathematics Teacher Education

Course Objective

To understand the functions of the mathematical modelling in education system, to reveal the different modelling perspectives in the literature and the differences of these perspectives, to explain the structural properties of modelling problems in detail, and to provide designing creative modelling problems, to interpret the complex structure of modelling process with its compenents in detail, to answer the questions qualitatively about how technology and the mathematical modelling can be associated, to bring up a qualified and original research question of mathematical modelling by determining the basic subjects that mathematical modelling studies included in recent years, to write a qualified and creative scientific article about mathematical modelling.

Learning Outcomes of the Course Unit

1   To be able to explain the basic principles, the starting points of mathematical modelling perspectives in the literature, trends that had been affected by and the effects of these to mathematics education
2   To be able to know the classification of mathematical modelling in the literature, to explain the differences between the classifications and to discuss about the suitability of these modelling types to mathematics education
3   To determine the differences of domestic and foreign publications about mathematical modelling, to inquiry the moethods, content , originality of these publications, to deduce which studies on mathematical modeling are at the forefront of the others
4   To be able to associate mathematical modelling with High School Mathematics Curriculum, to produce creative ideas to the question: How can mathematical modelling be integrated for better mathematics education (technology, Project activity, history of mathematics etc.)
5   To be able to do original studies about mathematical modelling by considering the studies in the literature

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Historical process of the studies on mathematical modelling (foreign mathematics or outside of mathematics- studies on education) , examining qualified research and researchers.
2 Historical process of the studies on mathematical modelling (foreign mathematics or outside of mathematics- studies on education) , examining studies.
3 Comparison of domestic and foreign studies.
4 The place of mathematical modelling in mathematics curriculum of our country, the place of mathematical modelling in the curriculums of different countries (Germany, England, Almanya, Ingiltere, Austria and so on), comparison of our curriculum and the foreign ones, emphasizing the shortcomings and recommending solution strategies.
5 Examining different mathematical modelling perspectives in the literature, examining the differences, the starting points, the trends that had been affected by, examining the contributions of these perspectives to mathematics education by revealing the properties which gives prominence to one than the other.
6 Examining the studies about mathematical modelling process, finding a detailed answer to this question What is required to be successful in modellling
7 Examining and interpreting the studies about the integration of technology and mathematical modelling and emphasizing the prominent basic ideas.
8 Examining and interpreting the studies about the integration of technology and mathematical modelling and emphasizing the prominent basic ideas.
9 Emphasizing, interpreting and classifying the basic properties of mathematical modelling problems and the differences between them, examinig different approaches in the literature, inquiring the reasons of the differences in classification, discussing shortcomings and recomendations for solution.
10 Designing qualified mathematical modelling problmes that include basic mathematics concepts , examining solution process, discussing convenience to modelling problems, producing ideas for extending the problem.
11 Designing a scientific research plan about mathematical modelling (discussing ideas, making a decision).
12 Preparing a scientific study about mathematical modelling (discussing what have done, improving the ideas)
13 Preparing a scientific study about mathematical modelling (discussing what have done, improving the ideas)
14 Preparing a scientific study about mathematical modelling (discussing what have done, improving the ideas)
15 Final Exam

Recomended or Required Reading

Berry, J. ve K. Houston (1995). Mathematical Modelling. Bristol: J. W. Arrowsmith Ltd.
Lesh, R., & Doerr, H. M. (2003). (Eds.). Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching. Mahwah, NJ:Lawrence Erlbaum.
Lingefjärd, T. (2000). Mathematical modeling by prospective teachers using technology. Doctoral Thesis, University of Georgia.

Planned Learning Activities and Teaching Methods

Presentation, Discussion, Question-Answer, Problem Solving, Active Learning Techniques, Group Work.

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 ASG ASSIGNMENT
2 PRS PRESENTATION
3 FCG FINAL COURSE GRADE ASG * 0.50 + PRS * 0.50


*** 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)

esra.bukova@deu.edu.tr

Office Hours

To be announced.

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Theoritical 13 3 39
Final Preparation 7 1 7
Midterm Preparation 7 1 7
Paper Preparation 13 2 26
Research Presentation 13 2 26
Pre Class Self Study 13 10 130
Final Exam 1 2 2
MidtermExam 1 2 2
TOTAL WORKLOAD (hours) 239

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12PO.13PO.14
LO.1545553354553
LO.2545553354553
LO.35455555355555
LO.4545553354553
LO.554555555545555

CONTACT INFORMATION
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Phone: +90(232) 412 12 12 - Fax: +90 (232) 464 81 35

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