Nevşehir Hacı Bektaş Veli University Course Catalogue
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| Year/Semester of Study | 1 / Fall Semester | ||||
| Level of Course | 2nd Cycle Degree Programme | ||||
| Type of Course | Optional | ||||
| Department | TEKLİF EDİLEN MATEMATİK EĞİTİMİ (TEZLİ YÜKSEK LİSANS) | ||||
| 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 | |||||
| The aim of this course is to provide students with information about the role of representations in learning and teaching mathematics and the research conducted in this field, to examine and criticize the theoretical and methodological backgrounds of research conducted in this field, and to gain the necessary knowledge and skills to prepare a research proposal on this subject. | |||||
| Learning Outcomes | PO | MME | |
| The students who succeeded in this course: | |||
| LO-1 | Able to evaluate the role of representations in mathematical understanding. |
PO-7 Evaluates the solution methods and results of the problem that s/he constructed in the field of mathematics. PO-8 Evaluates new information in the field with a systematic approach. PO-12 Analyzes mathematical models of problems in different fields. PO-16 Has ability to use databases and other information resources related to the field. |
Presentation Performance Project |
| LO-2 | Can identify different forms of representation that support mathematics learning and their relationships with each other. |
PO-7 Evaluates the solution methods and results of the problem that s/he constructed in the field of mathematics. PO-8 Evaluates new information in the field with a systematic approach. PO-12 Analyzes mathematical models of problems in different fields. PO-16 Has ability to use databases and other information resources related to the field. |
Presentation Performance Project |
| LO-3 | Can analyze research on multiple representations in mathematics education. |
PO-7 Evaluates the solution methods and results of the problem that s/he constructed in the field of mathematics. PO-8 Evaluates new information in the field with a systematic approach. PO-12 Analyzes mathematical models of problems in different fields. PO-16 Has ability to use databases and other information resources related to the field. |
Presentation Performance Project |
| LO-4 | Can design and organize lessons through mathematical representations. |
PO-7 Evaluates the solution methods and results of the problem that s/he constructed in the field of mathematics. PO-8 Evaluates new information in the field with a systematic approach. PO-12 Analyzes mathematical models of problems in different fields. PO-16 Has ability to use databases and other information resources related to the field. |
Presentation Performance Project |
| LO-5 | Can create a research proposal regarding multiple representations in mathematics education. |
PO-7 Evaluates the solution methods and results of the problem that s/he constructed in the field of mathematics. PO-8 Evaluates new information in the field with a systematic approach. PO-12 Analyzes mathematical models of problems in different fields. PO-16 Has ability to use databases and other information resources related to the field. |
Presentation Performance Project |
| PO: Programme Outcomes MME:Method of measurement & Evaluation |
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| Course Contents | ||
| Introduction to the subject of multiple representations, The importance of multiple representations in Mathematics Education, Types of Mathematical Notations, Literature review on multiple representations in Mathematics education, Use of representations in the mathematics classroom, The place of representations in field teaching knowledge, Course design through mathematical representations, Preparing and presenting a research proposal on multiple representations | ||
| Weekly Course Content | ||
| Week | Subject | Learning Activities and Teaching Methods |
| 1 | Introduction to multiple representations | Explaining, Discussion Method |
| 2 | The importance of multiple representations in Mathematics Education | Explaining, Discussion Method |
| 3 | Types of Mathematical Notation | Explaining, Discussion Method |
| 4 | Literature review on multiple representations in mathematics education | Explaining, Discussion Method |
| 5 | Literature review on multiple representations in mathematics education | Explaining, Discussion Method |
| 6 | Literature review on multiple representations in mathematics education | Explaining, Discussion Method |
| 7 | Use of notations in the mathematics classroom | Explaining, Discussion Method |
| 8 | mid-term exam | |
| 9 | The place of representations in field teaching knowledge | Explaining, Discussion Method |
| 10 | The place of representations in field teaching knowledge | Explaining, Discussion Method |
| 11 | Designing lessons through mathematical notations | Explaining, Discussion Method, Question- Answer |
| 12 | Presentations regarding the designed course | Explaining, Discussion Method |
| 13 | Presentations regarding the designed course | Explaining, Discussion Method |
| 14 | Preparing and presenting a research proposal on Multiple representations in Mathematics Education | Explaining, Discussion Method, Question- Answer, Problem Solving Method |
| 15 | Preparing and presenting a research proposal on Multiple representations in Mathematics Education | Explaining, Discussion Method, Question- Answer, Problem Solving Method |
| 16 | final exam | |
| Recommend Course Book / Supplementary Book/Reading | ||
| 1 | Literatürde Yer Alan Makaleler | |
| 2 | Özdemir, E., & İpek, A. S., (2020). Matematik Öğretiminde Çoklu Temsillerin Kullanımı. Uygulama Örnekleriyle Matematik Öğretiminde Yeni Yaklaşımlar (pp.91-118), Ankara: Pegem. | |
| 3 | Delice A, Sevimli E, 2016, Matematik Eğitiminde Çoklu Temsiller, Bingölbali E, Arslan S, Zembat İ Ö (Ed.), Matematik Eğitiminde Teoriler (519–537), Pegem Akademi Yayıncılık, 1016s, Ankara. | |
| 4 | Van De Walle J A, Karp K S, Bay-Williams J M, 2012, İlkokul ve Ortaokul Matematiği Gelişimsel Yaklaşımla Öğretim (7), Çev.: Soner D, Nobel Akademik Yayıncılık, 664s, Ankara. | |
| 5 | Despina A. S. 2020). Handbook of Learning from Multiple Representations and Perspectives. Edited By Peggy Van Meter, Alexandra List, Doug Lombardi, Panayiota Kendeou | |
| 6 | Goldin G. A. and Kaput J. (1996). A Joint Perspective on the Idea of Representation in Learning and Doing Mathematics, Steffe L P, Nesher P, Cobb P, Goldin G A, Greer B (Ed.), Theories of Mathematical Learning, (397–430), Routledge, 544p, New York. | |
| Required Course instruments and materials | ||
| Projection, Computer | ||
| Assessment Methods | |||
| Type of Assessment | Week | Hours | Weight(%) |
| mid-term exam | |||
| Other assessment methods | |||
| 1.Oral Examination | |||
| 2.Quiz | |||
| 3.Laboratory exam | |||
| 4.Presentation | 8 | 2 | 40 |
| 5.Report | |||
| 6.Workshop | |||
| 7.Performance Project | 16 | 2 | 60 |
| 8.Term Paper | |||
| 9.Project | |||
| final exam | |||
| Student Work Load | |||
| Type of Work | Weekly Hours | Number of Weeks | Work Load |
| Weekly Course Hours (Theoretical+Practice) | 3 | 14 | 42 |
| Outside Class | |||
| a) Reading | 3 | 14 | 42 |
| b) Search in internet/Library | 2 | 14 | 28 |
| c) Performance Project | 3 | 16 | 48 |
| d) Prepare a workshop/Presentation/Report | 2 | 8 | 16 |
| e) Term paper/Project | 0 | 0 | |
| Oral Examination | 0 | 0 | |
| Quiz | 0 | 0 | |
| Laboratory exam | 0 | 0 | |
| Own study for mid-term exam | 0 | ||
| mid-term exam | 0 | ||
| Own study for final exam | 0 | ||
| final exam | 0 | ||
| 0 | |||
| 0 | |||
| Total work load; | 176 | ||