The aim of this course is to discuss the place of reasoning in mathematics education and the methods of providing students with reasoning skills within the framework of the mathematics curriculum.
Course Content
This course contains; Definition and Types of Reasoning ,Reasoning Skills,Reasoning and Proof,Reasoning and Pattern,Reasoning and Argumentation,Reasoning and Prediction,Spatial Reasoning,Reasoning in Problem Formulation and Problem Solving Process,Reasoning in Mathematical Modeling Process,Reasoning in Activity Design Process,Proportional and Probabilistic Reasoning,Reasoning and Metacognition,Reasoning and Mathematical Anxiety,Assessment of Reasoning Skills.
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
Explains reasoning and its importance in mathematics teaching.
10, 16, 5, 9
E
Explains the relationship between logic and reasoning.
10, 16, 5, 9
E
Explains and exemplifies different reasoning strategies that can be used in teaching mathematics.
10, 16, 5, 6
A, E
Explains strategies such as rounding, mental processing, and guessing.
10, 16, 5, 6
E
Explains different reasoning frameworks used in mathematics teaching.
10, 16, 5, 6
E
Expresses the types of reasoning (deductive, inductive, inferential and analogical reasoning).and gives examples.
10, 16, 5, 6
A, E
Uses appropriate types of reasoning in the proving process.
10, 16, 5, 6
A, E
Uses appropriate types of reasoning in the problem solving process.
Reasoning in Problem Formulation and Problem Solving Process
Related resources
9
Reasoning in Mathematical Modeling Process
Related resources
10
Reasoning in Activity Design Process
Related resources
11
Proportional and Probabilistic Reasoning
Related resources
12
Reasoning and Metacognition
Related resources
13
Reasoning and Mathematical Anxiety
Related resources
14
Assessment of Reasoning Skills
Related resources
Resources
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications
No
Program Qualification
Contribution Level
1
2
3
4
5
1
It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching.
It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching.
It compares the theories in its field and lists the strengths and weaknesses of each theory verbally.
X
2
In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally.
X
3
A problem he faces professionally, he analyzes and solves it based on scientific methods.
He solves a problem he faces professionally on his own.
It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not.
X
4
Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view.
X
5
In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary.
When he encounters a problem, he formulates it in writing or verbally.
He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment.
He speaks at least B1 level English to monitor international professional developments.
X
6
He knows the basic concepts of his profession.
Applies basic skills related to his profession.
It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles.
In a professional subject, it conducts research by choosing the appropriate research method.
X
Assessment Methods
Contribution Level
Absolute Evaluation
Rate of Midterm Exam to Success
40
Rate of Final Exam to Success
60
Total
100
ECTS / Workload Table
Activities
Number of
Duration(Hour)
Total Workload(Hour)
Course Hours
14
3
42
Guided Problem Solving
0
0
0
Resolution of Homework Problems and Submission as a Report
0
0
0
Term Project
0
0
0
Presentation of Project / Seminar
1
10
10
Quiz
0
0
0
Midterm Exam
1
8
8
General Exam
1
8
8
Performance Task, Maintenance Plan
2
8
16
Total Workload(Hour)
84
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(84/30)
3
ECTS of the course: 30 hours of work is counted as 1 ECTS credit.
Detail Informations of the Course
Course Description
Course
Code
Semester
T+P (Hour)
Credit
ECTS
LOGICAL REASONING
-
Fall Semester
2+0
2
3
Course Program
Prerequisites Courses
Recommended Elective Courses
Language of Course
Turkish
Course Level
First Cycle (Bachelor's Degree)
Course Type
Required
Course Coordinator
Assist.Prof. Esra YEMENLİ
Name of Lecturer(s)
Assoc.Prof. Elif BAHADIR
Assistant(s)
Aim
The aim of this course is to discuss the place of reasoning in mathematics education and the methods of providing students with reasoning skills within the framework of the mathematics curriculum.
Course Content
This course contains; Definition and Types of Reasoning ,Reasoning Skills,Reasoning and Proof,Reasoning and Pattern,Reasoning and Argumentation,Reasoning and Prediction,Spatial Reasoning,Reasoning in Problem Formulation and Problem Solving Process,Reasoning in Mathematical Modeling Process,Reasoning in Activity Design Process,Proportional and Probabilistic Reasoning,Reasoning and Metacognition,Reasoning and Mathematical Anxiety,Assessment of Reasoning Skills.
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
Explains reasoning and its importance in mathematics teaching.
10, 16, 5, 9
E
Explains the relationship between logic and reasoning.
10, 16, 5, 9
E
Explains and exemplifies different reasoning strategies that can be used in teaching mathematics.
10, 16, 5, 6
A, E
Explains strategies such as rounding, mental processing, and guessing.
10, 16, 5, 6
E
Explains different reasoning frameworks used in mathematics teaching.
10, 16, 5, 6
E
Expresses the types of reasoning (deductive, inductive, inferential and analogical reasoning).and gives examples.
10, 16, 5, 6
A, E
Uses appropriate types of reasoning in the proving process.
10, 16, 5, 6
A, E
Uses appropriate types of reasoning in the problem solving process.
Reasoning in Problem Formulation and Problem Solving Process
Related resources
9
Reasoning in Mathematical Modeling Process
Related resources
10
Reasoning in Activity Design Process
Related resources
11
Proportional and Probabilistic Reasoning
Related resources
12
Reasoning and Metacognition
Related resources
13
Reasoning and Mathematical Anxiety
Related resources
14
Assessment of Reasoning Skills
Related resources
Resources
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications
No
Program Qualification
Contribution Level
1
2
3
4
5
1
It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching.
It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching.
It compares the theories in its field and lists the strengths and weaknesses of each theory verbally.
X
2
In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally.
X
3
A problem he faces professionally, he analyzes and solves it based on scientific methods.
He solves a problem he faces professionally on his own.
It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not.
X
4
Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view.
X
5
In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary.
When he encounters a problem, he formulates it in writing or verbally.
He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment.
He speaks at least B1 level English to monitor international professional developments.
X
6
He knows the basic concepts of his profession.
Applies basic skills related to his profession.
It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles.
In a professional subject, it conducts research by choosing the appropriate research method.
