COURSE UNIT TITLE

: THEORIES AND TENDENCIES IN MATHEMATICS EDUCATION

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
FMM 5042 THEORIES AND TENDENCIES IN MATHEMATICS EDUCATION ELECTIVE 3 0 0 9

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

The main purpose of this course is to understand the importance of theories and tendencies in mathematics education.

Learning Outcomes of the Course Unit

1   Having a perspective about theories in mathematics education
2   Knowing different theories related to developing mathematical knowledge
3   To be able to apply the theoretical knowledge which is related to each theory
4   To be able to do literature review
5   To be able to analyze the research related to 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 learning theory Why it is important
2 Learning hierarchies in mathematics education
3 Learning hierarchies in mathematics education
4 Constructivist Theory in mathematics education
5 Constructivist Theory in mathematics education and its applications
6 Realistic Mathematics Education
7 Realistic Mathematics Education and its Applications
8 Course overview, evaluation and Midterm exam.
9 Tall & Vinner- Concept Image and Concept Definition
10 Tall & Vinner- Concept Image and Concept Definition
11 Skemp (1978) Instrumental and relational understanding
12 Skemp (1978) Instrumental and relational understanding
13 Anna Sfard- Operational and Structural Approach
14 Anna Sfard- Operational and Structural Approach
15 Final exam.

Recomended or Required Reading

Freudenthal, H. (1981). Major Problems of Mathematics Education. Educational Studies in
Mathematics, 12, 133-150.

Gagne, R.M. (1968). Presidental address of division 15 learning hierarchies. Educational Psychologist.
6(1), 1-9.
Glaser, R. (1991). The maturing of the relationship between the science of learning and cognition and educational practice. Learning and Instruction. 1(2), 129-144.
Heefer, A. (2007). Learning Concepts Through the History Mathematics. Philosophical Dimensions in
Mathematics Education, François, K. & Bendegem, J.P.V. (Eds.). Springer Science+Business
Media, New York.

Tall, D. & Vinner, S. (1981), Concept Image and Concept Definition in Mathematics with Particular
Reference to Limits and Continuity. Educational Studies in Mathematics, 12: 151-169.

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)(February), 1-36.

Skemp, R. (1978). Relational Understanding and Instrumental Understanding. The Arithmetic
Teacher. 26(3), November, 9-15.

Vinner, S. (1983). Concept Definition, Concept Image And The Notion of Function. International Journal Of Mathematical Education In Science And Technology, 14, 293 305.

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
Preparations before/after weekly lectures 1 16 16
Preparing report 1 20 20
Preparing assignments 2 40 80
Preparing presentations 2 10 20
TOTAL WORKLOAD (hours) 227

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12PO.13PO.14
LO.14552
LO.24552
LO.34552
LO.4533
LO.553332