CULTURE AND MATHEMATICS

EMT444

Course Code: EMT444
Semester: -
Theory+Practice: 3 + 0
ECTS: 4

Course Type

Elective Course

Course Level

Bachelor's Degree

Year of Study

Semester

ECTS

Name of Lecturer(s)

Learning Outcomes

At the end of this course, the students;

Know the relationship between mathematics and culture.
Will be able to explain mathematical concepts in the context of their own culture.
Recognize the mathematical thinking of different cultures.
Know the importance of designing activities for different cultures.
Design classroom activities for different cultures.

Mode of Delivery

Face to face

Prerequisites

Recommended Optional Programme Components

Course Description

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
1^st Week	Mathematics and cultural relationship
2^nd Week	Defining mathematical concepts in their cultural contexts
3^rd Week	Mathematical thought structures of different cultures
4^th Week	Basic principles of research in ethnomathematics
5^th Week	Basic principles of research in ethnomathematics
6^th Week	Relationship between mathematics, anthropology, and linguistics
7^th Week	Relationship between mathematics, anthropology, and linguistics
8^th Week	Midterm
9^th Week	Importance of including ethnomathematical studies in classroom practices
10^th Week	Designing mathematics activities for different cultural contexts
11^th Week	Designing mathematics activities for different cultural contexts
12^th Week	Project Presentation
13^th Week	Project Presentation
14^th Week	Project Presentation
15^th Week	General review

Recommended 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 Allocated Based on Student Workload

Activities	Quantity	Duration (Hour)	Total Workload (Hour)
Midterm exam	1	2	2
Preparation for Quiz
Individual or group work	13	2	26
Preparation for Final exam	1	20	20
Course hours	13	3	39
Preparation for Midterm exam	1	18	18
Laboratory (including preparation)
Final exam	1	2	2
Homework
Project	1	13	13
Total Work Load			120
Total Work Load / 30 (h)			4
ECTS Credit of the Course			4

Language of Instruction

Turkish

Work Placement(s)

Programme Qualifications / Learning Outcomes

	LO1	LO2	LO3	LO4	LO5
K1
K2
K3
K4	X	X	X	X	X
K5
K6
K7
K8
K9
K10	X	X	X	X	X