FME775 - SOCIO-POLITICAL PERSPECTIVES IN MATHEMATICS EDU.
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| SOCIO-POLITICAL PERSPECTIVES IN MATHEMATICS EDU. | FME775 | Any Semester/Year | 3 | 0 | 3 | 12 |
| Prequisites | ||||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Question and Answer Demonstration Drill and Practice | |||||
| Instructor (s) | ||||||
| Course objective | The aim of this course is to prepare doctoral students to examine the studies related to the social and political dimension of mathematics and to design a research proposal with the help of related literature. | |||||
| Learning outcomes |
| |||||
| Course Content | Alternative theories and methods in mathematics education, equality and equity in mathematics education, identity, participation and power relations in mathematics education, mathematics education research as a political knowledge, ideological, cultural and historical analyzes in mathematics education research | |||||
| References | de Freitas, E., & Walshaw, M. (2016). Alternative theoretical frameworks for mathematics education research: Theory meets data. Springer. Diaz, J. (2017). The paradox of making in/equality: A cultural history of reforming math for all. New York: Routledge. Doğan, O., & Haser, Ç. (2014). Neoliberal and nationalist discourses in Turkish elementary mathematics education. ZDM, 46(7), 1013-1023. Esmonde, I. (2009). Ideas and identities: Supporting equity in cooperative mathematics learning. Review of Educational Research, 79(2), 1008-1043. Esmonde, I., & Langer-Osuna, J. M. (2013). Power in numbers: Student participation in mathematical discussions in heterogeneous spaces. Journal for Research in Mathematics Education, 44(1), 288-315. Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44(1), 37-68. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Meeting and sharing the course syllabus and expectations |
| Week 2 | Shifting paradigms in mathematics education and alternative theories and methods |
| Week 3 | An overview of socio-political approaches to mathematics education |
| Week 4 | Mathematics as political |
| Week 5 | Equity and equality in mathematics education |
| Week 6 | Identity and power in mathematics education |
| Week 7 | Participation and power in mathematics education |
| Week 8 | Mathematics education research as political |
| Week 9 | Socio-political dimension of mathematics education research I: Ideological analysis |
| Week 10 | Socio-political dimension of mathematics education research II: Cultural discourse analysis |
| Week 11 | Socio-political dimension of mathematics education research: Historical analysis |
| Week 12 | Sharing research proposals |
| Week 13 | Sharing research proposals |
| Week 14 | Sharing research proposals |
| Week 15 | Preparation for Final Exam |
| Week 16 | Final Exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 15 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 15 | 30 |
| Presentation | 1 | 10 |
| Project | 1 | 40 |
| Seminar | 0 | 0 |
| Midterms | 0 | 0 |
| Final exam | 1 | 20 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 17 | 80 |
| Percentage of final exam contributing grade succes | 1 | 20 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 15 | 3 | 45 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 15 | 4 | 60 |
| Presentation / Seminar Preparation | 1 | 60 | 60 |
| Project | 1 | 60 | 60 |
| Homework assignment | 15 | 5 | 75 |
| Midterms (Study duration) | 0 | 0 | 0 |
| Final Exam (Study duration) | 1 | 60 | 60 |
| Total Workload | 48 | 192 | 360 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. develop their advanced theoretical and practical knowledge in the field considering undergraduate and master of science program qualifications. | X | ||||
| 2. combine the advanced current scientific knowledge and their perspectives related to the field and reach new definitions. | X | ||||
| 3. build complex relations between their field and other disciplines by using their knowledge and skills and, they may design new research questions. | X | ||||
| 4. increase their knowledge in the field and obtain original scientific findings by integrating analysis, synthesis and evaluation processes into their studies. | X | ||||
| 5. do research in science and mathematics education and classify the findings in order to do further research. | X | ||||
| 6. use qualitative and quantitative research methods, and design an original research problem in their fields or in other fields. Besides that they may begin studying on the problem. | X | ||||
| 7. analyze, synthesize and evaluate different ideas critically. | X | ||||
| 8. do research which is sufficiently well qualified to be published both in national and international refereed journals with the help of scientific research methods,. and they may be able to contribute to scientific research in field education. | X | ||||
| 9. participate in interdisciplinary studies independently or in a group to study on original research problems. | X | ||||
| 10. think creatively and critically in the process of providing solutions and making decisions and they may design new research problems related to the field and develop new methods to solve these problems. | X | ||||
| 11. develop and use different teaching strategies that increase students? knowledge and skills and make learning and teaching processes be easier. | X | ||||
| 12. speak a foreign language efficiently and communicate with their colleagues in oral or written form in the environment where subjects related to their fields or other fields take place. | X | ||||
| 13. . consider the social and cultural differences in their studies, behave in accordance with scientific and technical ethical values, and providing suggestions, they may believe that these values take place in national and international platforms permanently. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest