At the end of this course, the students; 1) Recognize that mathematics is a language with its own symbols and terminology. 2) Can use the symbols and terms of mathematics effectively and correctly. 3) Can use mathematical language appropriately and effectively in mathematics itself, in different disciplines and in life. 4) Can express mathematical ideas using different forms of representation such as concrete models, figures, pictures, graphs, tables, symbols, etc. 5) Can express mathematical ideas orally and in writing. 6) Interpret the truth and meaning of mathematical ideas.
MODE OF DELIVERY
Face to face
PRE-REQUISITES OF THE COURSE
No
RECOMMENDED OPTIONAL PROGRAMME COMPONENT
None.
COURSE DEFINITION
The students taking this course are expected to recognize the unique terminology of mathematics and to have knowledge about effective language usage by relating mathematical processes, concepts within the field, and everyday language. This course covers topics such as awareness of the meanings of symbols and terms in mathematics, using mathematical language appropriately and correctly within mathematics itself, in different disciplines, and in everyday life, expressing and interpreting mathematical thoughts using different representation forms such as concrete models, shapes, graphs, tables, symbols, etc., and combining everyday language with mathematical language and symbols; understanding the accuracy of mathematical thoughts.
COURSE CONTENTS
WEEK
TOPICS
1st Week
Explaining the specific symbols and terminology of mathematics to introduce mathematical language
2nd Week
Explaining the specific symbols and terminology of mathematics to introduce mathematical language - Effective and correct usage methods of mathematical symbols and terms
3rd Week
Appropriate and effective use of mathematical language within mathematics itself, in different disciplines, and experiences
4th Week
Appropriate and effective use of mathematical language within mathematics itself, in different disciplines, and experiences
5th Week
Explanation and supportive information and communication technologies of different representation forms such as concrete models, shapes, pictures, graphs, tables, symbols, etc.
6th Week
Using different representation forms to express mathematical thinking, such as concrete models, shapes, pictures, graphs, tables, symbols, etc.
7th Week
Using different representation forms to express mathematical thinking, such as concrete models, shapes, pictures, graphs, tables, symbols, etc.
8th Week
Midterm exam
9th Week
Oral and written expression of mathematical thinking
10th Week
Oral and written expression of mathematical thinking
11th Week
Relationship between everyday language, mathematical language, and symbols, relationship between mathematical language, everyday language, and symbols
12th Week
Interpreting the accuracy and meaning of mathematical thinking
13th Week
Pedagogical methods supporting effective communication in mathematics lessons - Introduction to Best Mathematics Practices
14th Week
Pedagogical methods supporting effective communication in mathematics lessons
RECOMENDED OR REQUIRED READING
Akarsu, E. (2013). 7. sınıf öğrencilerinin cebir öğrenme alanında matematiksel dil kullanımlarının incelenmesi (Yayımlanmamış yüksek lisans tezi). Dokuz Eylül Üniversitesi/Eğitim Bilimleri Enstitüsü, İzmir. Capraro, M. M., Joffrion, H. (2006). Algebraic equations: Can middle-school students meaningfully translate from words to mathematical symbols?. Reading Psychology, 27 (2), 147-164. Chard, D. (2003). Vocabulary strategies for the mathematics classroom. http://www.eduplace.com/state/pdf/author/chard_hmm05.pdf. Çakmak, Z., Bekdemir, M., Baş, F. (2014). İlköğretim matematik öğretmenliği öğrencilerinin örüntüler konusundaki matematiksel dil becerileri. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 204-223. Kabael, T., Ata-Baran, A. (2016). Matematik öğretmenlerinin matematiksel iletişim becerilerinin gelişimine yönelik farkındalıklarının incelenmesi. İlköğretim Online, 15(3), 868-881. O'Halloran, K. L. (2000). Classroom discourse in mathematics: A multisemiotic analysis. Linguistics and Education, 10(3), 359-388. Owens, B. (2006). The language of mathematics: Mathematical terminology simplified for classroom use (Master?s thesis). Öztürk, T., & Güven, B. (2012). Etkili bir matematik öğrenme ortamının sahip olması gereken özelliklerine ilişkin öğretmen görüşleri. X. Ulusal Fen Ve Matematik Alanlar Eğitimi Kongresi. Yakar, E. A., & Yılmaz, S. 7. Sınıf Öğrencilerinin Cebire Yönelik Gerçek Yaşam Durumlarını Matematiksel İfadelere Dönüştürme Sürecindeki Matematiksel Dil Becerileri. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 292-310.
PLANNED LEARNING ACTIVITIES AND TEACHING METHODS
Lecture,Discussion,Presentation,Project,Other
ASSESSMENT METHODS AND CRITERIA
Quantity
Percentage(%)
Mid-term
1
30
Assignment
1
20
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
15
15
Laboratory (including preparation)
Final exam
1
2
2
Homework
1
8
8
Total Workload
113
Total Workload / 30
3,76
ECTS Credits of the Course
4
LANGUAGE OF INSTRUCTION
Turkish
WORK PLACEMENT(S)
No
KEY LEARNING OUTCOMES (KLO) / MATRIX OF LEARNING OUTCOMES (LO)
