COURSE UNIT TITLE

: INTRODUCTION TO MATHEMATICS EDUCATION LITERATURE

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
FMM 5033 INTRODUCTION TO MATHEMATICS EDUCATION LITERATURE ELECTIVE 3 0 0 10

Offered By

Mathematics Teacher Education

Level of Course Unit

Second Cycle Programmes (Master's Degree)

Course Coordinator

ASSOCIATE PROFESSOR AYTEN ERDURAN

Offered to

Mathematics Teacher Education

Course Objective

To recognize mathematics education literature.

Learning Outcomes of the Course Unit

1   To have knowledge about Why is mathematics education important
2   To have knowledge about What do mathematics education involve and What are research fields of mathematics education
3   To comprehend pedagogical content knowledge in mathematics education.
4   To comprehend technological pedagogical content knowledge in mathematics education.
5   To comprehend STEm (Science,Technology, Engineering and Mathematics) in mathematics education.
6   To be able to search literature
7   To be able to analyze the studies regarding the subject

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 What is mathematics education Why is it important Freudenthal, H. (1968).
2 Klamkin, M.S. (1968)
3 Skemp, R. (1978)
4 Hierarchy of mathematics education Hart, K. (1981).
5 What are research fields of mathematics education
6 What are research fields of mathematics education
7 What are research fields of mathematics education
8 Course overview, evaluation and Midterm exam.
9 PCK Model in mathematics education
10 Literature review on PCK and its components
11 TPCK Model in mathematics education
12 Literature review on TPCK
13 STEM in mathematics education
14 Literature review on STEM
15 Final exam.

Recomended or Required Reading

Freudenthal, H. (1968). Why to teach mathematics so as to be useful. Educational Studies in Mathematics, 1, 3-8.

Hart, K. (1981). Hierarchies in mathematics education. . Educational Studies in Mathematics, 12, 205-218.

Klamkin, M.S. (1968). On the teaching of mathematics so as to be useful. Educational Studies in Mathematics, 1, 126-160.

Koehler, M. J., Mishra, P., (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6),1017 1054.

Koehler, M. J., Mishra, P., Yahya, K. (2007).Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49 , 740-776

Koehler, M. J., Mishra, P., (2008). Introducing TPCK. AACTE Committee on Innovation and Technology (Ed.). Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. New York: Routledge.

Sfard, A. (1991). On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin. Educational Studies in Mathematics, 22, 1-36.
Shulman, L.S. (1986). Those who understand; Knowledge growth in teaching, Educational Researcher, 15(2), 4-14.
Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform, Harvard Educational Review. 57 (1), 1-22.
Skemp, R. (1978). Relational Understanding and Instrumental Understanding. The Arithmetic
Teacher. 26(3), November, 9-15.

Planned Learning Activities and Teaching Methods

Lecture, Discussion, 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


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)

ayten.ceylan@deu.edu.tr

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.1433
LO.2433
LO.353
LO.45344
LO.5335
LO.65334
LO.753332