Course Language:
İngilizce
Course Objectives:
The aim of the course is to investigate how mathematics is in our lives and why it is important.
Course Content:
Reading scientific and fictional books about mathematics
Discussion of documentary videos about importance and use of mathematics
Discussion of application of mathematics in art, engineering and daily life.
Course Methodology:
1. Lecture 2. Case study 3. Discussion 4. Demonstration 5. Group work 6. Microteaching 7. Problem solving
Course Evaluation Methods:
A. Supply type B. Multiple-choice test C. Incomplete D. True-False E. Oral exam F. Portfolio G. Performance type H. Report
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Outcomes | Teaching Methods | Assessment Methods |
| 1) Reads and interprets books about how mathematics in our lives. | 10 | 3 | E |
| 2) Reads and interprets scientific books about mathematics. | 2, 10 | 3 | E, H |
| 3) Watches and interprets videos about how mathematics in our lives. | 7, 10 | 3, 4 | E, H |
| 4) Gives examples about how mathematics in our lives. | 3, 10 | 2, 3 | E |
| 5) Discuss how mathematics use in art, engineering, architecture or other fields. | 3, 10 | 3 | E, H |
Course Flow
| Week | Topics | Study Materials |
| 1 | The Meaning of “Mathematics in Everyday Life” | |
| 2 | Analysis of the Book titled as “Matematikçinin Galaksi Rehberi” | |
| 3 | Analysis of the Book titled as “Matematikçinin Galaksi Rehberi” | |
| 4 | Concepts of “Zero, Number Systems, Fractions, Square, Square Root, Number Pi, Number e” | Numbers |
| 5 | Midterm 1 | |
| 6 | Fractals | Patterns |
| 7 | Concepts of “Infinity, Imaginary Numbers, Prime Numbers, Fibonacci Numbers, Golden Ratio” | Numbers |
| 8 | Concepts of “Distribution, Normal Distribution, Statistics” | Data Collection |
| 9 | Concepts of “Matrix, Probability, Algebra, Calculus” | |
| 10 | Discussion of “Magic Squares, 4-color problem, Diet Problem” | Problem Solving Strategies |
| 11 | Midterm 2 | |
| 12 | Hypatia’s and Pythagoras’ Contributions to Mathematics | |
| 13 | Concept of “Ethno-Mathematics” | |
| 14 | Concept of “Vedic Mathematics” |
Recommended Sources
| Compulsory | Instructor’s notes |
| Recommended |
1) Tony Crilly, 50 Mathematical Ideas: Quercus, 2007.
2) Martin Gardner, Çev: Algan Sezgintüredi, Matematikçinin Galaksi Rehberi, Aylak Kitap, 2011. 3) Martin Gardner, Mathematical Puzzle Tales, 2007. 4) Maria Dzielska, Çev: Gamze Deniz, İskenderiyeli Hypetia, 1999 5) Maria Dzielska, Hypatia of Alexandria, Harvard University Press, 1995 6) Michael Guillen, Çev: Gürsel Tanrıöver, Dünyayı Değişiren Beş Denklem, 2001 7) Maria Dzielska, Five Equations that Changed the World, 1995 |
Material Sharing
| Dökümanlar | Sınıf içi uygulamalarda kullanılacak etkinlik yaprakları, konularla ilgili videolar |
| Ödevler | |
| Sınavlar |
Ara Sınav 1’de aşağıdaki konuların biri seçilerek bu konunun matematik bilimindeki yeri ve günlük yaşantıdaki kullanımlarına yönelik bir rapor hazırlanacak:
1) Discrete Geometry 2) Graphs 3) Bayes’ Theory 4) Euclid’s Algorithm 5) The Birthday Problem 6) Maths of Genetics
Ara Sınav 2’de “Matematiğin Doğası”na ilişkin bir problem veya Matematiksel bir bulmaca bulunacak ve çözümü / çözümüne yönelik varsayımlar yazılacak. |
Assessment
| IN-TERM STUDIES | Quantity | Percentage |
| Midterm | 2 | 40 |
| Quiz | ||
| Final | 1 | 60 |
| Assignment | ||
| Total | 100 | |
| Contribution of Final Exam to Overall Grade | 60 | |
| Contribution of In-term Studies to Overall Grade | 40 | |
| Total | 100 |
| COURSE CATEGORY | Expertise / Field Courses |
Course’s Contribution to Program
| No | Program Outcomes | Level of contribution | ||||
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Has in-depth knowledge about secondary school mathematics and geometry contents | X | ||||
| 2 | Knows historical, cultural and scientific developments of the mathematical and geometrical concepts covered in secondary school mathematics and geometry curriculum | X | ||||
| 3 | Applies fundamental mathematical and geometric concepts into other disciplines and real life situations | X | ||||
| 4 | Applies mathematical processes such as problem solving and proving into given cases correctly | X | ||||
| 5 | Plans mathematics and geometry teaching process in line with the secondary school curriculum’s vision, philosophy and goals | X | ||||
| 6 | Uses teaching strategies and techniques that are appropriate for students’ age, grade level, individual differences and readiness level | X | ||||
| 7 | Establishes learning environments that encourages students to learn mathematics and geometry | X | ||||
| 8 | Uses and develop appropriate resources and materials to teach mathematics and geometry | X | ||||
| 9 | Monitors students’ learning process, development and achievement and to assess them by using appropriate assessment tools. | X | ||||
| 10 | Improves professional knowledge by following recent issues in mathematics education | X | ||||
| 11 | Contributes to the development of mathematics education by doing scientific research | X | ||||
| 12 | Knows the philosophy, principles, rules and regulations of Turkish Education System | X | ||||
ECTS
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course hours (including the exam week: 15 x total course) | 15 | 3 | 45 |
| Hours for off-the-classroom study (pre-study, practice) | 15 | 3 | 45 |
| Midterm | 2 | 15 | 30 |
| Quiz | |||
| Assignment | |||
| Final Exam | 1 | 20 | 20 |
| Total Workload | 140 | ||
| Total Workload / 25 (hours) | 5.6 | ||
| ECTS | 6 |