COURSE UNIT TITLE

Offered By

Mathematics Teacher Education

Level of Course Unit

Third Cycle Programmes (Doctorate Degree)

Course Coordinator

ASSOCIATE 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

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

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

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

Contribution of Learning Outcomes to Programme Outcomes