Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PHLISOPHY of MATHEMATICS | - | Spring 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) | Assist.Prof. Orhan ÇANAKÇI |
| Assistant(s) | |
| Aim | The place of mathematics in science in order to improve the mathematics teacher candidate's awareness of the nature of mathematics; to ensure that they have a degree in philosophical views on mathematical thinking methods, crises in the history of mathematics and the basics of mathematics |
| Course Content | This course contains; Introduction, Information about the purpose, scope and process of the course, Mathematical Modeling in Curriculums,What is mathematics? Arguing with this question.,Ontology of mathematics, epistemology of mathematics,Mathematical concepts such as numbers, sets, functions, etc., and the meanings of proposition and mathematical expressions,Basics of mathematics,Methods of mathematics,Philosophical problems related to the nature of mathematics,Midterm Week,Objectivity and real-world applicability in mathematics,Works of mathematical philosophy pioneers such as Frege, Russell, Hilbert, Brouwer and Gödel,The basic theories in mathematical philosophy are logicism, formalism and intuitionism.,The basic theories in mathematical philosophy are logicism, formalism and intuitionism.,Semi-experimentalists and Lakatos,The relationship of mathematics philosophy with mathematics education,Social groups in the philosophy of mathematics education. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students will be able to explain the place of mathematics in science. | 4 | E, J |
| Students will be able to explain mathematical concepts such as theorems, axioms, proofs | 10, 16, 9 | E |
| Students will be able to explain the objectivity of mathematics and its real-world application. | 10, 19 | E |
| Students will be able to explain the opinions of mathematical philosophers. | 10, 4 | E, L |
| Students will be able to explain the basic approaches of the philosophy of mathematics. | 10, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, J: Peer Assessment Technique, L: Group Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction, Information about the purpose, scope and process of the course, Mathematical Modeling in Curriculums | Related resources |
| 2 | What is mathematics? Arguing with this question. | Related resources |
| 3 | Ontology of mathematics, epistemology of mathematics | Related resources |
| 4 | Mathematical concepts such as numbers, sets, functions, etc., and the meanings of proposition and mathematical expressions | Related resources |
| 5 | Basics of mathematics | Related resources |
| 6 | Methods of mathematics | Related resources |
| 7 | Philosophical problems related to the nature of mathematics | Related resources |
| 8 | Midterm Week | Exam preparation |
| 9 | Objectivity and real-world applicability in mathematics | Related resources |
| 10 | Works of mathematical philosophy pioneers such as Frege, Russell, Hilbert, Brouwer and Gödel | Related resources |
| 11 | The basic theories in mathematical philosophy are logicism, formalism and intuitionism. | Related resources |
| 12 | The basic theories in mathematical philosophy are logicism, formalism and intuitionism. | Related resources |
| 13 | Semi-experimentalists and Lakatos | Related resources |
| 14 | The relationship of mathematics philosophy with mathematics education | Related resources |
| 15 | Social groups in the philosophy of mathematics education | Related resources |
| Resources |
| -Matematiksel düşünme, Cemal Yıldırım, Remzi Kitabevi. -Bilim felsefesi, Cemal Yıldırım, Remzi Kitabevi. -Matematik felsefesi, Stephen F. Barker, İmge Kitabevi. -Matematik Felsefesi, Bekir Sami GÜR, Kadim Yayınları |
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 | 1 | 30 | 30 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 14 | 1 | 14 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 20 | 1 | 20 | |||
| General Exam | 30 | 1 | 30 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 94 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(94/30) | 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 |
|---|---|---|---|---|---|
| PHLISOPHY of MATHEMATICS | - | Spring 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) | Assist.Prof. Orhan ÇANAKÇI |
| Assistant(s) | |
| Aim | The place of mathematics in science in order to improve the mathematics teacher candidate's awareness of the nature of mathematics; to ensure that they have a degree in philosophical views on mathematical thinking methods, crises in the history of mathematics and the basics of mathematics |
| Course Content | This course contains; Introduction, Information about the purpose, scope and process of the course, Mathematical Modeling in Curriculums,What is mathematics? Arguing with this question.,Ontology of mathematics, epistemology of mathematics,Mathematical concepts such as numbers, sets, functions, etc., and the meanings of proposition and mathematical expressions,Basics of mathematics,Methods of mathematics,Philosophical problems related to the nature of mathematics,Midterm Week,Objectivity and real-world applicability in mathematics,Works of mathematical philosophy pioneers such as Frege, Russell, Hilbert, Brouwer and Gödel,The basic theories in mathematical philosophy are logicism, formalism and intuitionism.,The basic theories in mathematical philosophy are logicism, formalism and intuitionism.,Semi-experimentalists and Lakatos,The relationship of mathematics philosophy with mathematics education,Social groups in the philosophy of mathematics education. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students will be able to explain the place of mathematics in science. | 4 | E, J |
| Students will be able to explain mathematical concepts such as theorems, axioms, proofs | 10, 16, 9 | E |
| Students will be able to explain the objectivity of mathematics and its real-world application. | 10, 19 | E |
| Students will be able to explain the opinions of mathematical philosophers. | 10, 4 | E, L |
| Students will be able to explain the basic approaches of the philosophy of mathematics. | 10, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, J: Peer Assessment Technique, L: Group Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction, Information about the purpose, scope and process of the course, Mathematical Modeling in Curriculums | Related resources |
| 2 | What is mathematics? Arguing with this question. | Related resources |
| 3 | Ontology of mathematics, epistemology of mathematics | Related resources |
| 4 | Mathematical concepts such as numbers, sets, functions, etc., and the meanings of proposition and mathematical expressions | Related resources |
| 5 | Basics of mathematics | Related resources |
| 6 | Methods of mathematics | Related resources |
| 7 | Philosophical problems related to the nature of mathematics | Related resources |
| 8 | Midterm Week | Exam preparation |
| 9 | Objectivity and real-world applicability in mathematics | Related resources |
| 10 | Works of mathematical philosophy pioneers such as Frege, Russell, Hilbert, Brouwer and Gödel | Related resources |
| 11 | The basic theories in mathematical philosophy are logicism, formalism and intuitionism. | Related resources |
| 12 | The basic theories in mathematical philosophy are logicism, formalism and intuitionism. | Related resources |
| 13 | Semi-experimentalists and Lakatos | Related resources |
| 14 | The relationship of mathematics philosophy with mathematics education | Related resources |
| 15 | Social groups in the philosophy of mathematics education | Related resources |
| Resources |
| -Matematiksel düşünme, Cemal Yıldırım, Remzi Kitabevi. -Bilim felsefesi, Cemal Yıldırım, Remzi Kitabevi. -Matematik felsefesi, Stephen F. Barker, İmge Kitabevi. -Matematik Felsefesi, Bekir Sami GÜR, Kadim Yayınları |
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 | |