COURSE UNIT TITLE

: MULTIPLE REPRESENTATIONS IN MATHEMATICS EDUCATION

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
IME 5032 MULTIPLE REPRESENTATIONS IN MATHEMATICS EDUCATION ELECTIVE 3 0 0 8

Offered By

Primary Mathematics Teacher Education

Level of Course Unit

Second Cycle Programmes (Master's Degree)

Course Coordinator

ASSOCIATE PROFESSOR SEMIHA KULA ÜNVER

Offered to

Primary Mathematics Teacher Education

Course Objective

To enable students to know about mathematical representations, their importance and the related researches. To criticize the researches about representations and organize a research related to representations in mathematics education.

Learning Outcomes of the Course Unit

1   To evaluate the role of representation in the mathematical understanding.
2   Ability to set different representations and their relationships that support mathematics learning.
3   To design and organize course through mathematical representations.
4   To analyze the researches on multiple representations in mathematics education.
5   To construct the researches on multiple representations in mathematics education.

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Introducing to multiple representations
2 Importance of multiple representations in mathematics education
3 Types of mathematical representations
4 Review of the literature on multiple indicators in mathematics education
5 Review of the literature on multiple indicators in mathematics education
6 Review of the literature on multiple indicators in mathematics education
7 Using representations in mathematics class
8 Presentation of assignments
9 Representations in pedagogical content knowledge
10 Representations in pedagogical content knowledge
11 Preparing lesson plans related to representation in a mathematical subject
12 Presenting the lesson plans
13 Constructing and presenting the research on multiple representations in mathematics education
14 Constructing and presenting the research on multiple representations in mathematics education
15 Presentation of assignments

Recomended or Required Reading

Lesh, R., Behr, M., & Post, T. (1987). Rational number relations and proportions. Problems of representation in the teaching and learning of mathematics, 41-58.
Krauss, S., Brunner, M., Kunter, M., Baumert, J., Blum, W., Neubrand, M., & Jordan, A. (2008). Pedagogical content knowledge and content knowledge of secondary mathematics teachers. Journal of Educational Psychology, 100(3), 716.
Turner, F. (2008). Beginning elementary teachers use of representations in mathematics teaching. Research in Mathematics Education, 10(2), 209-210.
Brenner, M. E., Mayer, R. E., Moseley, B., Brar, T., Duran, R., Reed, B. S., & Webb, D. (1997). Learning by understanding: The role of multiple representations in learning algebra. American Educational Research Journal. 34, 663-689.
Cobb, P., Yackel, E., & Wood, T. (1992). A constructivist alternative to the representationsl view of mind in mathematics education. Journal for Research in Mathematics Education. 23, 2-33.

Planned Learning Activities and Teaching Methods

Lecture, 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


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)

semiha.kula@deu.edu.tr

Office Hours

To be announced.

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 14 3 42
Preparations before/after weekly lectures 14 5 70
Preparation for midterm exam 7 2 14
Preparation for final exam 7 2 14
Preparing assignments 14 2 28
Preparing presentations 14 2 28
Final 1 2 2
Midterm 1 2 2
TOTAL WORKLOAD (hours) 200

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12PO.13PO.14PO.15
LO.13535
LO.23535
LO.33535
LO.43555555
LO.53555555