Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PHLISOPHY of MATHEMATICS | İM4212048 | 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. Esra YEMENLİ |
| 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. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students will be able to explain the place of mathematics in science. | 10, 19, 4 | |
| Students will be able to explain mathematical concepts such as theorems, axioms, proofs | 10, 16, 19, 4, 9 | A |
| Students will be able to explain the objectivity of mathematics and its real-world application. | 10, 16, 19, 4 | |
| Students will be able to explain the opinions of mathematical philosophers. | 10, 16, 19, 4 | |
| Students will be able to explain the basic approaches of the philosophy of mathematics. | 10, 19, 4 | A, C |
| 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, C: Multiple-Choice Exam |
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 compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | X | |||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | X | |||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | X | |||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | X | |||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | X | |||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | X | |||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | X | |||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | X | |||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | X | |||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | X | |||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | X | |||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | X | |||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | ||||||
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 | İM4212048 | 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. Esra YEMENLİ |
| 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. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students will be able to explain the place of mathematics in science. | 10, 19, 4 | |
| Students will be able to explain mathematical concepts such as theorems, axioms, proofs | 10, 16, 19, 4, 9 | A |
| Students will be able to explain the objectivity of mathematics and its real-world application. | 10, 16, 19, 4 | |
| Students will be able to explain the opinions of mathematical philosophers. | 10, 16, 19, 4 | |
| Students will be able to explain the basic approaches of the philosophy of mathematics. | 10, 19, 4 | A, C |
| 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, C: Multiple-Choice Exam |
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 compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | X | |||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | X | |||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | X | |||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | X | |||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | X | |||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | X | |||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | X | |||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | X | |||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | X | |||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | X | |||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | X | |||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | X | |||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |