Nevşehir Hacı Bektaş Veli University Course Catalogue
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| Year/Semester of Study | 3 / Fall Semester | ||||
| Level of Course | 1st Cycle Degree Programme | ||||
| Type of Course | Optional | ||||
| Department | ELEMENTARY MATHEMATICS EDUCATION | ||||
| Pre-requisities and Co-requisites | None | ||||
| Mode of Delivery | Face to Face | ||||
| Teaching Period | 14 Weeks | ||||
| Name of Lecturer | SOLMAZ DAMLA GEDİK ALTUN (sdgedik@nevsehir.edu.tr) | ||||
| Name of Lecturer(s) | SOLMAZ DAMLA GEDİK ALTUN, | ||||
| Language of Instruction | Turkish | ||||
| Work Placement(s) | None | ||||
| Objectives of the Course | |||||
| How mathematics is from a perspective of need and intellectual curiosity developed, what kind of mathematical pursuits are in different cultures. knowledge and cultural mathematical differences, concepts such as ethnomathematics To create activities for the curriculum by examining | |||||
| Learning Outcomes | PO | MME | |
| The students who succeeded in this course: | |||
| LO-1 | Knows the relationship between mathematics and culture. |
PO-11 Has the ability to use Turkish language appropriately and effectively in accordance with the rules and to communicate with students effectively. PO-16 Evaluates the knowledge and skills in a critical way. PO-18 Uses ways to reach the information effectively. |
Examination Performance Project |
| LO-2 | How mathematical concepts are used in different cultural contexts explain its evolution. |
PO-17 Develops positive attitude about life long learning. PO-21 Uses information and communication technologies effectively. |
Examination Performance Project |
| LO-3 | Explain the mathematical thinking structures of different cultures. |
PO-15 Knows himself / herself as an individual, use his /her creative and strong features and develops his / her weak features. PO-17 Develops positive attitude about life long learning. |
Examination Performance Project |
| LO-4 | n the development of mathematical thought, language, anthropology and explains the importance of logic. |
PO-7 Uses mathematical language accurately and effectively in their mathematics courses and in planning learning and teaching process.
PO-21 Uses information and communication technologies effectively. |
Examination Performance Project |
| LO-5 | Math activities using the perspectives of different cultures can design. |
PO-17 Develops positive attitude about life long learning. PO-19 Plans and implements activities and occupational projects for the social circle lived with the consciousness of the social resposiblity. PO-23 Has national and universal sensitivities mentioned National Education Law. |
Examination Performance Project |
| PO: Programme Outcomes MME:Method of measurement & Evaluation |
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| Course Contents | ||
| Relationship between mathematics and culture; mathematical concepts in their own cultural to define in the contexts of mathematical thinking of different cultures structures, the basic principles of research in the field of ethnomathematics, the relationship between mathematics-anthropology-linguistics; to classroom applications the importance of including ethnomathematics studies; different cultural Designing in-class math activities for contexts. | ||
| Weekly Course Content | ||
| Week | Subject | Learning Activities and Teaching Methods |
| 1 | The relationship between mathematics and culture | Discussion Method, Lecture Method, Planned Group Work, Project Presentation |
| 2 | Development of mathematical concepts in different cultural environments | Discussion Method, Lecture Method, Planned Group Work, Project Presentation |
| 3 | such as theorem, proof and problem solving. importance of concepts for mathematics | Discussion Method, Lecture Method, Planned Group Work, Project Presentation |
| 4 | Mathematics mindsets of different cultures (Babylon, Ancient Egypt, Ancient China etc.) | Discussion Method, Lecture Method, Planned Group Work, Project Presentation |
| 5 | Mathematics mindsets of different cultures (Ancient Greek, Islamic civilizations etc.) | Discussion Method, Lecture Method, Planned Group Work, Project Presentation |
| 6 | Studies in ethnomathematics examination | Discussion Method, Lecture Method, Planned Group Work, Project Presentation |
| 7 | Mathematics-anthropology-linguistics-logic The relationship between | Discussion Method, Lecture Method, Planned Group Work, Project Presentation |
| 8 | mid-term exam | |
| 9 | perspectives of different cultures review events | Discussion Method, Lecture Method, Planned Group Work, Project Presentation |
| 10 | Using the perspectives of different cultures designing math activities | Discussion Method, Lecture Method, Planned Group Work, Project Presentation |
| 11 | Project presentation and evaluation | Discussion Method, Lecture Method, Planned Group Work, Project Presentation |
| 12 | Project presentation and evaluation | Discussion Method, Lecture Method, Planned Group Work, Project Presentation |
| 13 | Project presentation and evaluation | Discussion Method, Lecture Method, Planned Group Work, Project Presentation |
| 14 | Project presentation and evaluation | Discussion Method, Lecture Method, Planned Group Work, Project Presentation |
| 15 | Project presentation and evaluation | Discussion Method, Lecture Method, Planned Group Work, Project Presentation |
| 16 | final exam | |
| Recommend Course Book / Supplementary Book/Reading | ||
| 1 | Archer, M. (2005). “Etnomatematik: Matematik Dünyasına Çokkültürlü Bir Bakış, Okyanus Yayınları | |
| 2 | Dede, Y. (2013). “Matematikte İspat: Önemi, Çeşitleri ve Tarihsel Gelişimi” (Tanımları ve Tarihsel Gelişimleriyle Matematiksel Kavramlar kitabının 2. bölümü) Pegem Akademi | |
| 3 | Küçük, A. (2014). Ethnomathematics in Anatolia-Turkey: Mathematical thoughts in multiculturalism, Revista Latinoamericana de Ethnomathematica, 7,1,171-184. | |
| Required Course instruments and materials | ||
| Assessment Methods | |||
| Type of Assessment | Week | Hours | Weight(%) |
| mid-term exam | 8 | 1 | 40 |
| Other assessment methods | |||
| 1.Oral Examination | 0 | 0 | 0 |
| 2.Quiz | 0 | 0 | 0 |
| 3.Laboratory exam | 0 | 0 | 0 |
| 4.Presentation | 5 | 1 | 60 |
| 5.Report | 0 | 0 | 0 |
| 6.Workshop | 0 | 0 | 0 |
| 7.Performance Project | 5 | 1 | 60 |
| 8.Term Paper | 0 | 0 | 0 |
| 9.Project | 0 | 0 | 0 |
| final exam | 0 | 0 | 0 |
| Student Work Load | |||
| Type of Work | Weekly Hours | Number of Weeks | Work Load |
| Weekly Course Hours (Theoretical+Practice) | 2 | 14 | 28 |
| Outside Class | |||
| a) Reading | 3 | 14 | 42 |
| b) Search in internet/Library | 2 | 14 | 28 |
| c) Performance Project | 1 | 5 | 5 |
| d) Prepare a workshop/Presentation/Report | 1 | 5 | 5 |
| e) Term paper/Project | 0 | 0 | 0 |
| Oral Examination | 0 | 0 | 0 |
| Quiz | 0 | 0 | 0 |
| Laboratory exam | 0 | 0 | 0 |
| Own study for mid-term exam | 1 | 7 | 7 |
| mid-term exam | 1 | 8 | 8 |
| Own study for final exam | 0 | 0 | 0 |
| final exam | 0 | 0 | 0 |
| 0 | |||
| 0 | |||
| Total work load; | 123 | ||