Culture and Mathematics
Elementary Mathematics Education
Faculty of Education
First Cycle (Bachelor's Degree)
| Course Unit Title | Course Unit Code | Type of Course Unit | Level of Course Unit | Year of Study | Semester | ECTS Credits |
|---|---|---|---|---|---|---|
| Culture and Mathematics | IMO311 | Elective | Bachelor's degree | 3 | Fall | 3 |
Name of Lecturer(s)
Assistant Prof. Dr. Ayşe Arzu ARI
Learning Outcomes of the Course Unit
1) Learn mathematics and culture.
2) They define mathematical concepts in theircultural contexts.
3) Knows mathematical thinking of differentcultures.
4) Knows the basic principles of researches donein the field of ethnomatematics.
5) It is important to include ethnomathematicsstudies in classroom practice.
6) Designs in-class math activities for differentcultural contexts.
Program Competencies-Learning Outcomes Relation
| Program Competencies | ||||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | ||
| Learning Outcomes | ||||||||||||||
| 1 | No relation | High | High | High | High | High | High | High | High | High | High | High | High | |
| 2 | High | High | High | High | High | High | High | High | High | High | High | High | High | |
| 3 | High | High | High | High | High | High | High | High | High | High | High | High | High | |
| 4 | High | High | High | High | High | High | High | High | High | High | High | High | High | |
| 5 | High | High | High | High | High | High | High | High | High | High | High | High | High | |
| 6 | High | High | High | High | High | High | High | High | High | High | High | High | High | |
Mode of Delivery
Face to Face
Prerequisites and Co-Requisites
None
Recommended Optional Programme Components
none
Course Contents
Relationship between mathematics and culture; defining mathematical concepts in theirown cultural contexts, mathematical thought structures of different cultures, basicprinciples of researches in the field of ethnomathematics, relation betweenmathematics-anthropology-linguistic science; the importance of includingethnomathematics studies in classroom practices; designing in-class math activities fordifferent cultural contexts.
Weekly Schedule
1) Relationship between mathematics and culture2) Relationship between mathematics and culture
3) Relationship between mathematics and culture
4) To define mathematical concepts in their own cultural contexts
5) To define mathematical concepts in their own cultural contexts
6) To define mathematical concepts in their own cultural contexts
7) To define mathematical concepts in their own cultural contexts
8) Midterm
9) Mathematical thought structures of different cultures
10) Mathematical thought structures of different cultures
11) Basic principles of researches in the field of ethnomathematics
12) Basic principles of researches in the field of ethnomathematics
13) Basic principles of researches in the field of ethnomathematics
14) The relationship between mathematics-anthropology-language art
15) The importance of including ethnomathematics studies in classroom practices
16) Designing in-class math activities for different cultural contexts.
Recommended or Required Reading
1- Etnomatematik-Marcia Asher
Planned Learning Activities and Teaching Methods
1) Lecture
2) Question-Answer
3) Demonstration
4) Case Study
Assessment Methods and Criteria
Contribution of Midterm Examination to Course Grade |
30% |
|---|---|
Contribution of Final Examination to Course Grade |
70% |
Total |
100% |
Language of Instruction
Turkish
Work Placement(s)
Not Required