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

This course is designed to explore theoretical and empirical research on STEM Education which includes research about student learning in STEM context, discipline discourse, teachers, teaching, knowledge for teaching, Professional development within STEM, policies related to teachers and teaching within STEM, and the importance of mathematics implementations in STEM Education. The course also provide knowledge about the impact of culture and identity on STEM education as well as scholarship related to the contrasting paradigms and methodological approaches upon which this literature is based. The course is intended to help students: become aware of the importance of mathematics education in the field of research in STEM disciplines; develop critical perspectives and questions on contrasting paradigms; and raise questions about the implications of mathematics for STEM Education, policy and practice, and teacher education/professional development.

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

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
Moyer, Richard. (2012). Every day engineering: Putting the `E in STEM Teaching and Learning. National Science Teachers Association.

Bybee, R.W. (2013). The Case for STEM Education: Challenges and Opportunities.
NSTA Press: Arlington, VA
KELLY, A.E. & LESH, R.A. (2000). HANDBOOK OF RESEARCH DESIGN IN MATHEMATICS AND SCIENCE EDUCATION.
MAHWAH, NJ: LAWRENCE ERLBAUM ASSOCIATES

Kuenzi, J. J. (2007). Science, technology, engineering, and mathematics (STEM) education issues and
legislative options. Congressional Research Service.
http://sharp.sefora.org/wp-content/uploads/2007/12/rl33434.pdf

Wai, Lubinski, et al. (2010). Accomplishment in Science, Technology, Engineering, and Mathematics (STEM) and Its Relation to STEM Educational Dose: A 25-Year Longitudinal Study.

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