Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| HISTORY of MATHEMATICS | İM3116389 | Fall Semester | 2+0 | 2 | 4 |
| 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 history in mathematics education; Ancient Egyptian mathematics; Ancient Greek mathematics; Far Eastern mathematics; Mathematicians of the Islamic world; the birth of contemporary mathematics; historical development of mathematical concepts. |
| Course Content | This course contains; What is math? What is the structure of mathematics?,Early mathematics studies (Ancient Egypt, Babylon and China),Early mathematics studies (Ancient Egypt, Babylon and China),Early mathematics studies (Ancient Greek),Early mathematics studies (Ancient Greek),Axiomatic structure of mathematics,Mathematics studies in the Islamic world,Mathematics studies in the Islamic world,Mathematics studies in the Islamic world,The birth of modern mathematics,Modern mathematics: Number systems, Cartesian coordinate system, Probability theory,Modern mathematics: non-Euclidean geometries, set theory,The importance of the history of mathematics in mathematics education,Examples of mathematics history that can be used in classroom applications. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 10, 12, 16, 19, 3, 6 | A | |
| Expresses the importance of the history of mathematics in mathematics education. | 10, 12, 16, 19, 3, 6 | A |
| Describes the historical development of mathematical concepts. | ||
| Knows ancient Egyptian, Greek and Far Eastern mathematics and their contributions to mathematics. | ||
| Knows the birth of contemporary mathematics and the facts, events and situations that contributed to contemporary mathematics. | ||
| Knows mathematicians who contributed to the historical development of mathematics. |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 3: Problem Baded Learning Model, 6: Experiential Learning |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is math? What is the structure of mathematics? | [1] S : 1 |
| 2 | Early mathematics studies (Ancient Egypt, Babylon and China) | [1] S : 6, 19, 58 |
| 3 | Early mathematics studies (Ancient Egypt, Babylon and China) | [1] S : 6, 19, 58 |
| 4 | Early mathematics studies (Ancient Greek) | [1] S : 40 |
| 5 | Early mathematics studies (Ancient Greek) | [1] S : 40 |
| 6 | Axiomatic structure of mathematics | [1] S : 4 |
| 7 | Mathematics studies in the Islamic world | [1] S : 73 - 96 |
| 8 | Mathematics studies in the Islamic world | [1] S : 73 - 96 |
| 9 | Mathematics studies in the Islamic world | [1] S : 73 - 96 |
| 10 | The birth of modern mathematics | [1] S : 98 |
| 11 | Modern mathematics: Number systems, Cartesian coordinate system, Probability theory | [1] S : 125 - 140 |
| 12 | Modern mathematics: non-Euclidean geometries, set theory | [1] S : 125 - 140 |
| 13 | The importance of the history of mathematics in mathematics education | |
| 14 | Examples of mathematics history that can be used in classroom applications |
| Resources |
| Matematik Tarihi Giriş, David M. Burton, Nobel Yaşam |
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. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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 | 2 | 2 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 2 | 2 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 4 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(4/30) | 0 | |||||
| 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 |
|---|---|---|---|---|---|
| HISTORY of MATHEMATICS | İM3116389 | Fall Semester | 2+0 | 2 | 4 |
| 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 history in mathematics education; Ancient Egyptian mathematics; Ancient Greek mathematics; Far Eastern mathematics; Mathematicians of the Islamic world; the birth of contemporary mathematics; historical development of mathematical concepts. |
| Course Content | This course contains; What is math? What is the structure of mathematics?,Early mathematics studies (Ancient Egypt, Babylon and China),Early mathematics studies (Ancient Egypt, Babylon and China),Early mathematics studies (Ancient Greek),Early mathematics studies (Ancient Greek),Axiomatic structure of mathematics,Mathematics studies in the Islamic world,Mathematics studies in the Islamic world,Mathematics studies in the Islamic world,The birth of modern mathematics,Modern mathematics: Number systems, Cartesian coordinate system, Probability theory,Modern mathematics: non-Euclidean geometries, set theory,The importance of the history of mathematics in mathematics education,Examples of mathematics history that can be used in classroom applications. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 10, 12, 16, 19, 3, 6 | A | |
| Expresses the importance of the history of mathematics in mathematics education. | 10, 12, 16, 19, 3, 6 | A |
| Describes the historical development of mathematical concepts. | ||
| Knows ancient Egyptian, Greek and Far Eastern mathematics and their contributions to mathematics. | ||
| Knows the birth of contemporary mathematics and the facts, events and situations that contributed to contemporary mathematics. | ||
| Knows mathematicians who contributed to the historical development of mathematics. |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 3: Problem Baded Learning Model, 6: Experiential Learning |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is math? What is the structure of mathematics? | [1] S : 1 |
| 2 | Early mathematics studies (Ancient Egypt, Babylon and China) | [1] S : 6, 19, 58 |
| 3 | Early mathematics studies (Ancient Egypt, Babylon and China) | [1] S : 6, 19, 58 |
| 4 | Early mathematics studies (Ancient Greek) | [1] S : 40 |
| 5 | Early mathematics studies (Ancient Greek) | [1] S : 40 |
| 6 | Axiomatic structure of mathematics | [1] S : 4 |
| 7 | Mathematics studies in the Islamic world | [1] S : 73 - 96 |
| 8 | Mathematics studies in the Islamic world | [1] S : 73 - 96 |
| 9 | Mathematics studies in the Islamic world | [1] S : 73 - 96 |
| 10 | The birth of modern mathematics | [1] S : 98 |
| 11 | Modern mathematics: Number systems, Cartesian coordinate system, Probability theory | [1] S : 125 - 140 |
| 12 | Modern mathematics: non-Euclidean geometries, set theory | [1] S : 125 - 140 |
| 13 | The importance of the history of mathematics in mathematics education | |
| 14 | Examples of mathematics history that can be used in classroom applications |
| Resources |
| Matematik Tarihi Giriş, David M. Burton, Nobel Yaşam |
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. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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 | |