DICLE UNIVERSITY
SCIENCE INSTITUTE
Department of Mathematics
COURSE INFORMATION PACKAGE
Course Code
Optic Code
Consultation Hours
T+A
Credit
ECTS
504051
10504051
To be announced
3+0
3
8
Course Title
LEARNING THEORIES AND MODELS IN MATHEMATICS EDUCATION
Year / Semester
- / FALL
Status
SELECTIVE
Programme’s Name
MASTER
Language of Instruction
TURKISH
Prerequisites
NO
Disable Students
Student Responsibilities
In case of need, Handicapped students, can request some facilities by giving information about
herself.
In order to content of course, to get ready, to participate, and responsibilities, which are
homework, project, disputation, and reading the interested parts, about course have to be
performed
Lecturer
Prof. Dr. H. İlhan TUTALAR, e-mail:tutalarhi@dicle.edu.tr, Tel:3147
Course Assistant
NO
Course Objectives
to teach learning theories and models in use mathematics education
Special Quota for
Other Departments
The most 10 (ten) student
At the end of the course, Students, in summary,
post himself up on a matter learning theories and the other notions related with it, and
furthermore he should be able to










Learning Outcomes

















know Integer and its properties, reinforce operation idea
go on duration of mathematical logic and conception
reorganize their ability an analyst has
improve ability about reading, comprehending and writing mathematical expressions
enhance capability about formulating mathematics and gain ability realizing for expressing
mathematics with respect to his previous case
understand how one of the important crisis in mathematics to overcome caused fractions
and rational numbers
learn some topics as set with together operations on it, relation and function
becoming conscious mathematics base on these notions
know Cartesian Product that is foundation for shaping and animating
learn about equivalence relations and congruence being one of the important way to make
available in point of its properties
Robust mathematics how to proceed and to make
detect the operation as general than previous is
learn to comment
are aware of countable and uncountable set idea
are informed mathematics how to make and construct for the first time
begin understanding the relation between concrete and abstract conception
learn to comment
reconstitute and repeat theoretical learning and teaching conscious
learn proving and solution strategies, and to come into beings necessity and proficiency
concept
robust point of view about existences and sufficiency
gather abilities about association
research relations between mathematical and actual life
live conflicts about this subject and gain conscious to carrying out it
gain experience about mathematical education
obtain some knowledge about foundation of their geometrical notions by force of real
numbers
are engaged in some new imaginer element not a number named complex number
meet distinctly some topological topics for the first time from their geometrical intelligence
504051
10504051
LEARNING THEORIES AND MODELS IN MATHEMATICS EDUCATION
3+0
3
8
Contents, learning activities
Week
Topic
Learning Activities
1
Learning Theories
Discussion with questions and answers
2
Cognitive Development Theories of Jean Piaget and Effect to
Mathematics Education-I
3
Cognitive Development Theories of Jean Piaget and Effect to
Mathematics Education-II
Knowing some rule and realities, making evidence
applications
Expressing their ideas before explaining the
subject as controlling their information about
subject
4
5
6
7
8
9
10
11
12
13
14
15
Basic Learning Model of Glaser and Effect to Mathematics
Education
Jerome Bruner’s Cognitive Development Theory(Learning by
Discovery) and Effect of The Theory in Mathematics
Education-I
Jerome Bruner’s Cognitive Development Theory(Learning by
Discovery) and Effect of The Theory in Mathematics
Education-II
Bloom’s Exact Learning Theory and Effect of The Theory in
Mathematics Education
Applications on some and student presentations
Discussion with questions and answers
Expressing their ideas before explaining the
subject as controlling their information about
subject
Discussion and attendance with previous
knowledge in class and mean of contradiction
Written midterm
Discussion with questions and answers
Robert Gagne’s Knowledge Processing Teaching Method
and Effect of The Theory in Mathematics Education
David Ausubel’s Expository Learning Method and Effect of
The Theory in Mathematics Education
Inquiry Learning Method and Effect of The Theory in
Mathematics Education
Constructivist Learning Theory and Effect of The Theory in
Mathematics Education-I
Constructivist Learning Theory and Effect of The Theory in
Mathematics Education-II
Theory of Multiple Intelligences and Effect of The Theory in
Mathematics Education
Discussions on solution after midterm
examination
Knowing some rule and realities, making evidence
applications
Applications to Written final exam
Type of Criteria
Assessment criteria
Discussion with questions and answers
Activities as discussing the subject in class with
students.
Knowing some rule and realities, making evidence
applications
Discussion with questions and answers
Discussion and attendance with previous
knowledge in class and mean of contradiction
If any, mark as x
Percent (%)
Note
Will be given
points to
determine his
marks of this
course in
certain
percentages
with respect to
activities
during the
process have
been realized
by student in
the class
Midterm Exams
X
30
Quizzes
X
10
Homeworks / Term Paper / Presentation
X
5
Projects
X
10
Attendance & cover a subject
X
5
X
40
Others (in training, field survey, thesis
preparation etc).
Final Exam
Textbook / Material
- İlköğretim Matematik Öğretimi, Baykul Y., (2005), Pegem Yayınları, Ankara.
- Matematik Öğretimi, Pesen C., (2003), Nobel Yayınları, Ankara
Recommended Reading
Regulating
Discipline of Abstract Algebra and Number Theory in Mathematics
1. Efficiency examples: Contribution to course, homework activities, seminars, study in laboratory, scanning on paper and
books, observation, contribution to activities, sample study on case, etc.
2. Course’s time is determined according to examination, quiz, homework, project, and contribution to class.
3. Average mark about course is determined by above activities and booked down student information system of
university.
4. Midterm exam will be planned between 7 and 10’th week of semester by related lecturer.
5. ECTS calculation form will contain checkout of course.
6. Checkout course paper will be given to students at beginning of each semester.