| Course Name | Code | Semester | T+U Hours | Credit | ECTS |
|---|---|---|---|---|---|
| Culture and Mathematics | IME 002 | 0 | 2 + 0 | 2 | 4 |
| Precondition Courses | |
| Recommended Optional Courses | |
| Course Language | Turkish |
| Course Level | Bachelor's Degree |
| Course Type | Optional |
| Course Coordinator | Arş.Gör.Dr. ÖZKAN ERGENE |
| Course Lecturers | Arş.Gör.Dr. ÖZKAN ERGENE, |
| Course Assistants | Res. Assist. Emine Nur BİLGİÇ |
| Course Category | Field Proper Education |
| Course Objective | The aim of this course is to introduce the relationship between mathematics and culture to prospective teachers |
| Course Content | The content of the course is to define the mathematical concepts in their cultural contexts and to establish the connection between mathematical thinking structures of different cultures and mathematics and the researches made for these connections. |
| # | Course Learning Outcomes | Teaching Methods | Assessment Methods |
|---|---|---|---|
| 1 | Students will understand the concept of scientific literacy. | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, |
| 2 | Students will recognize the relationship between mathematics and art. | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, |
| 3 | Students will provide solutions for personal, local and national problems. | Self Study, Problem Solving, | Homework, |
| 4 | Students will know how mathematics and culture affect each other. | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, |
| Week | Course Topics | Preliminary Preparation |
|---|---|---|
| 1 | General information about the relationship between mathematics and culture | |
| 2 | Define mathematical concepts in their cultural contexts | |
| 3 | Mathematical thought structures of different cultures | |
| 4 | Basic principles of research in the field of ethnomatematics | |
| 5 | Basic principles of research in the field of ethnomatematics | |
| 6 | The relationship between mathematics-anthropology-linguistics | |
| 7 | The relationship between mathematics-anthropology-linguistics | |
| 8 | The Relationship Between Mathematics and Society | |
| 9 | Midterm | |
| 10 | Importance of including ethnomatematic studies in classroom applications | |
| 11 | Importance of including ethnomatematic studies in classroom applications | |
| 12 | Designing classroom mathematical activities for different cultural contexts | |
| 13 | Designing classroom mathematical activities for different cultural contexts | |
| 14 | Designing classroom mathematical activities for different cultural contexts |
| Resources | |
|---|---|
| Course Notes | |
| Course Resources | EtnoMatematik Matematik Dünyasına Çok Kültürlü Bir Bakış, Marcia Ascher, Okyanus Yayınları |
| Order | Program Outcomes | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | X | ||||||
| 2 | X | ||||||
| 3 | X | ||||||
| 4 | X | ||||||
| 5 | X | ||||||
| 6 | X | ||||||
| 7 | X | ||||||
| 8 | |||||||
| 9 | |||||||
| 10 | X | ||||||
| 11 | X | ||||||
| 12 | X | ||||||
| 13 | X | ||||||
| 14 | X | ||||||
| 15 | X | ||||||
| 16 | X | ||||||
| 17 | X | ||||||
| Evaluation System | |
|---|---|
| Semester Studies | Contribution Rate |
| 1. Ara Sınav | 60 |
| 1. Kısa Sınav | 15 |
| 2. Kısa Sınav | 15 |
| 1. Ödev | 10 |
| Total | 100 |
| 1. Yıl İçinin Başarıya | 50 |
| 1. Final | 50 |
| Total | 100 |
| ECTS - Workload Activity | Quantity | Time (Hours) | Total Workload (Hours) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 2 | 32 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 2 | 32 |
| Mid-terms | 1 | 5 | 5 |
| Quiz | 2 | 4 | 8 |
| Assignment | 1 | 6 | 6 |
| Final examination | 1 | 5 | 5 |
| Total Workload | 88 | ||
| Total Workload / 25 (Hours) | 3.52 | ||
| dersAKTSKredisi | 4 | ||