COURSE UNIT TITLE

: LEARNING AND TEACHING ALGEBRAIC THINKING

DEGREE PROGRAMMES

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
IME 5019 LEARNING AND TEACHING ALGEBRAIC THINKING ELECTIVE 3 0 0 8

Offered By

Primary Mathematics Teacher Education

Level of Course Unit

Second Cycle Programmes (Master's Degree)

Course Coordinator

ASSOCIATE PROFESSOR SIBEL YEŞILDERE IMRE

Offered to

Primary Mathematics Teacher Education

Course Objective

Understanding the structure of algebraic thinking and investigating the pedagogical approaches that foster thinking algebraically

Learning Outcomes of the Course Unit

1   to understand algebraic thinking and its components
2   to understand the theoretical frameworks concerning algebraic thinking
3   to understand the strategies which helps to teach algebraic thinking

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 What is algebraic thinking
2 Algebraic thinking frameworks-1 Radford, L. (2006). Algebraic thinking and the generalization of patterns: a semiotic perspective. In J. L. C. S. Alatorre, M. Sa´iz, A. Me´ndez (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, North American Chapter, Vol. 1 (pp. 2 21). Mexico: Me´rida.
3 Algebraic thinking frameworks-1 Rivera, F. D. (2010). Visual templates in pattern generalization activity, Educational Studies in Mathematics, 73, 297 328.
4 Review and discussion English, L. & Warren, E. (1998). Introducing the variable through pattern exploration. Mathematics Teacher. February, 166-170.
5 Review and discussion Hargreaves, M., Threlfall, J., Frobisher, L. & Shorrocks Taylor, D. (1999). Children's strategies with linear and quadratic sequences, In A. Orton (Eds) Pattern in the teaching and learning of mathematics. London: Cassell. Jones, L. (1993). Algebra in the primary school, Education, 21(2), 27-31
6 Review and discussion Kaput, J. (1999). Teaching and learning a new algebra. In E. Fennema, & T. Romnberg (Eds.), Mathematics classrooms that promote understanding (pp. 133 155). Mahway: Lawrence Erlbaum.
7 Review and discussion Kieran, C. (1994). A Functional approach to the introduction of algebra Some pros and cons. In Proceedings of the 18th international conference on the psychology of mathematics education (Vol. 1, pp. 157-175). University of Lisbon, Portugal.
8 Midterm exam
9 Review and discussion of an article
10 Review and discussion of an article
11 Student presentation
12 Student presentation
13 Student presentation
14 Student presentation
15 Final exam

Recomended or Required Reading

Orton, A. & Orton, J. (1999). Pattern and the approach to algebra. In A. Orton (ed.), Pattern in the teaching and learning of mathematics (pp. 104-120) London: Cassell.
Orton, J., Orton, A., & Roper, T. (1999). Pictorial and practical contexts and the perception of pattern. In A. Orton (Eds.) Patterns in the teaching and learning of mathematics (pp. 121 136). London: Cassell Publishers.
Warren E., & Cooper, T. J. (2006). Repeating and growing pattern rules: Relationships between geometric and numerical representations. Presentation at the Annual Conference of American Education Research Association. San Francisco, USA.

Planned Learning Activities and Teaching Methods

Discussion, investigation and presentation

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 MTEG MIDTERM GRADE
2 FCG FINAL COURSE GRADE
3 FCG FINAL COURSE GRADE MTEG * 0.40 + FCG * 0.60
4 RST RESIT
5 FCGR FINAL COURSE GRADE (RESIT) MTEG * 0.40 + RST * 0.60


*** Resit Exam is Not Administered in Institutions Where Resit is not Applicable.

Further Notes About Assessment Methods

None

Assessment Criteria

To be announced.

Language of Instruction

Turkish

Course Policies and Rules

To be announced.

Contact Details for the Lecturer(s)

sibel.yesildere@deu.edu.tr

Office Hours

To be announced.

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Theoretical 14 3 42
Pre Class Self Study 14 3 42
Midterm Preparation 1 15 15
Final Preparation 1 20 20
Paper Preparation 8 6 48
Research Presentation 5 6 30
Final Exam 1 1 1
Midterm Exam 1 1 1
TOTAL WORKLOAD (hours) 199

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12PO.13PO.14PO.15
LO.1353443
LO.2245253453
LO.334545

CONTACT INFORMATION
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Phone: +90(232) 412 12 12 - Fax: +90 (232) 464 81 35

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