At the end of this course, the students; 1) Knows the relationship between mathematics and culture. 2) Can explain mathematical concepts in the context of their own culture. 3) Recognize the mathematical thinking of different cultures. 4) Knows the importance of designing activities for different cultures. 5) Design classroom activities for different cultures.
MODE OF DELIVERY
Face to face
PRE-REQUISITES OF THE COURSE
No
RECOMMENDED OPTIONAL PROGRAMME COMPONENT
No
COURSE DEFINITION
Students taking this course are expected to understand how mathematics develops from a perspective of necessity and intellectual curiosity, to learn about the types of mathematical pursuits in different cultures, and to be aware of cultural mathematical differences, by examining concepts such as ethnomathematics and creating activities for the curriculum. This course will cover topics such as the relationship between mathematics and culture; defining mathematical concepts in their cultural contexts; the mathematical thought structures of different cultures; the basic principles of research in ethnomathematics; the relationship between mathematics, anthropology, and linguistics; the importance of including ethnomathematical studies in classroom practices; and designing mathematics activities for different cultural contexts.
COURSE CONTENTS
WEEK
TOPICS
1st Week
Mathematics and cultural relationship
2nd Week
Defining mathematical concepts in their cultural contexts
3rd Week
Mathematical thought structures of different cultures
4th Week
Basic principles of research in ethnomathematics
5th Week
Basic principles of research in ethnomathematics
6th Week
Relationship between mathematics, anthropology, and linguistics
7th Week
Relationship between mathematics, anthropology, and linguistics
8th Week
Mid-term
9th Week
Importance of including ethnomathematical studies in classroom practices
10th Week
Designing mathematics activities for different cultural contexts
11th Week
Designing mathematics activities for different cultural contexts
12th Week
Project Presentation
13th Week
Project Presentation
14th Week
Project Presentation
RECOMENDED OR REQUIRED READING
Stigler, J. W., & Baranes, R. (1988). Chapter 7: Culture and Mathematics Learning. Review of research in education, 15(1), 253-306. Gerdes, P. (1998). On culture and mathematics teacher education. Journal of Mathematics Teacher Education, 1(1), 33-53. Malloy, C. E., & Malloy, W. W. (1998). Issues of culture in mathematics teaching and learning. The Urban Review, 30(3), 245-257. d'Ambrosio, U. (2001). What is ethnomathematics, and how can it help children in schools?. Teaching children mathematics, 7(6), 308.
PLANNED LEARNING ACTIVITIES AND TEACHING METHODS
Lecture,Discussion,Questions/Answers,Presentation
ASSESSMENT METHODS AND CRITERIA
Quantity
Percentage(%)
Mid-term
1
40
Project
1
10
Total(%)
50
Contribution of In-term Studies to Overall Grade(%)
50
Contribution of Final Examination to Overall Grade(%)
50
Total(%)
100
ECTS WORKLOAD
Activities
Number
Hours
Workload
Midterm exam
1
2
2
Preparation for Quiz
Individual or group work
12
2
24
Preparation for Final exam
1
20
20
Course hours
14
3
42
Preparation for Midterm exam
1
18
18
Laboratory (including preparation)
Final exam
1
2
2
Homework
Project
1
8
8
Total Workload
116
Total Workload / 30
3,86
ECTS Credits of the Course
4
LANGUAGE OF INSTRUCTION
Turkish
WORK PLACEMENT(S)
No
KEY LEARNING OUTCOMES (KLO) / MATRIX OF LEARNING OUTCOMES (LO)
