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Course Code: 
EDEM 111
Course Period: 
Autumn
Course Type: 
Core
P: 
2
Credits: 
2
ECTS: 
3
Course Language: 
İngilizce
Course Coordinator: 
Course Objectives: 
The aim of this course is to discuss early civilizations and people who contributed to development of mathematics.
Course Content: 

Importance of history of mathematics in mathematics education; Ancient Egyptians’ mathematics; Ancient Greek’s mathematics, Far East’s mathematics; mathematicians in Islamic world; emergence of  modern mathematics; historical development of mathematical concepts.

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 Assesment Methods
1) Explains fundamental concepts and theorems discussed by mathematicians in Ancient Egypt and solves related problems.                             

1,2,3,4

 

1,3,7

 

A,E

2) Explains fundamental concepts and theorems discussed by mathematicians in Ancient Greece and solves related problems.                                

1,2,3,4

 

1,3,7

 

A,E

3) Explains fundamental concepts and theorems discussed by mathematicians in Far East and solves related problems.                                           

1,2,3,4

 

1,3,7

 

A,E

4) Explains fundamental concepts and theorems discussed by Muslim mathematicians and solves related problems.                                               

1,2,3,4

 

1,3,7

 

A,E

5) Explains fundamental concepts and theorems discussed by Modern mathematicians and solves related problems.                                             

1,2,3,4

 

1,3,7

 

A,E

6) Explains evolution of mathematical concepts.                                                        1,2 1,3,7 A,E,G

 

Course Flow

COURSE CONTENT
Week Topics Study Materials
1 Use of history of mathematics in teaching  
2 Mathematics in Ancient Egypt  
3 Mathematics in Ancient Egypt  
4 Mathematics in Ancient Greece  
5 Mathematics in Ancient Greece  
6 Muslim mathematicians  
7 Muslim mathematicians  
8 Midterm  
9 Evolution of modern mathematics  
10 Evolution of modern mathematics  
11 Evolution of mathematical concepts  
12 Evolution of mathematical concepts  
13 Evolution of mathematical concepts  
14 Evolution of mathematical concepts  

 

Recommended Sources

RESOURCES
Compulsory Baumgart, J. K. (Ed). (2006). Historical topics for the mathematics classroom. Reston, VA: National Council of Teachers of Mathematics.

Eves, H. (1990). An introduction to the history of mathematics. New York: Brooks Cole.

Eves, H. (1990). Foundations and fundamental concepts of mathematics. New York: Dover

Recommended TÜBİTAK Popüler Bilim Yayınları

 

 

Material Sharing

COURSE MATERIALS 
Documents Hand-outs for in-class activities
Assignments 1) Analysis of evolution of a concept in numbers content area in the curriculum

2) Analysis of evolution of a concept in algebra content area in the curriculum

3) Analysis of evolution of a concept in geometry content area in the curriculum

Exams Midterm and final exams

 

Assessment

ASSESSMENT
IN-TERM STUDIES Quantity Percentage
Midterm 1 30
Final 1 40
Assignment 3 30
Total   100
Contribution of Final Exam to Overall Grade   40
Contribution of In-term Studies to Overall Grade   60
Total   100

 

Course’s Contribution to Program

COURSE CONTRIBUTION TO PROGRAM OUTCOMES
No Program Outcomes Level of contribution
1 2 3 4 5
1 Knows historical, cultural and scientific developments of the mathematical concepts covered in elementary school mathematics curriculum         X
2 Applies fundamental mathematical and geometric concepts into other disciplines and real life situations         X
3 Applies mathematical processes (e.g. problem solving, proving theorems, etc.) into given cases accurately.         X
4 Plans mathematics teaching process in line with the elementary school curriculum’s vision, philosophy and goals         X
5 Uses teaching strategies and techniques that are appropriate for students’ age, grade level, individual differences and readiness level     X    
6 Determines and applies appropriate strategies and materials to foster and evaluate students’ mathematical thinking skills.   X      
7 Uses and develops appropriate resources and materials to teach mathematics       X  
8 Monitors students’ learning process, development and achievement and assesses them by using appropriate assessment tools X        
9 Improves professional knowledge by following recent issues in mathematics education X        
10 Contributes to the development of mathematics education by doing scientific research X        

 

ECTS

ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION
Activities Quantity Duration
(Hour)
Total Workload (Hour)
Course hours (including the exam week: 15 x total course) 15 2 30
Hours for off-the-classroom study (pre-study, practice) 15 1 15
Midterm 1 10 10
Assignment 3 5 15
Final 1 15 15
Total Workload     85
Total Workload / 25 (hours)     3,4
ECTS     3