Information Package
baskent.edu.tr

Elementary Mathematics Education Program

EMT451

COMMUNICATION IN MATHEMATICS CLASSES

Course Code
EMT451
Semester
-
Theory+Practice
3 + 0
ECTS
4
Course TypeElective Course
Course LevelBachelor's Degree
Year of Study-
Semester-
ECTS4
Name of Lecturer(s) -
Learning Outcomes

At the end of this course, the students;

  1. Recognize that mathematics is a language with its own symbols and terminology.
  2. Will be able to use the symbols and terms of mathematics effectively and correctly.
  3. Will be able to use mathematical language appropriately and effectively in mathematics itself, in different disciplines and in life.
  4. Will be able to express mathematical ideas using different forms of representation such as concrete models, figures, pictures, graphs, tables, symbols, etc.
  5. Will be able to express mathematical ideas orally and in writing.
  6. Interpret the truth and meaning of mathematical ideas.
Mode of DeliveryFace to face
PrerequisitesNo
Recommended Optional Programme ComponentsNone.
Course DescriptionThe 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
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
15th Week General review
Recommended or Required ReadingAkarsu, 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 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 15 15
Laboratory (including preparation)
Final exam 1 2 2
Homework 1 16 16
Total Work Load120
Total Work Load / 30 (h)4
ECTS Credit of the Course4
Language of InstructionTurkish
Work Placement(s)No

Programme Qualifications / Learning Outcomes

LO1 LO2 LO3 LO4 LO5 LO6
K1
K2
K3
K4
K5 X X X X X X
K6
K7
K8
K9 X X X X X X
K10