PAÜ .:. Eğitim Öğretim Bilgi Sistemi

Course Information Course Learning Outcomes Course's Contribution To Program ECTS Workload Course Details

COURSE INFORMATION

Course Code	Course Title	L+P Hour	Semester	ECTS
IMO 5014	CRITICAL MATHEMATICS EDUCATION	2 + 0	3rd Semester	4

COURSE DESCRIPTION

Course Level	Bachelor's Degree
Course Type	Elective
Course Objective	The aim of this course is to develop preservice mathematics teachers’ competencies in making sense of, representing, critically evaluating, and pedagogically justifying different mathematical ideas, concepts, operations, and relationships in mathematics teaching. In line with this aim, it is intended that preservice teachers compare the representations, strategies, and solution methods used across different areas of mathematics; recognize what mathematical thinking makes visible and what it may limit; and bring into the teaching process their skills of making evidence-based explanations, engaging in discussion, and making decisions by taking uncertainty, error, assumptions, and limitations into account. Within the scope of the course, mathematical thinking is addressed as a teaching competence that supports fair, responsible, meaningful, and ethical communication in the classroom. In this process, it is aimed that preservice teachers develop their skills in problem posing and solving, formulating research questions, collecting and organizing information, selecting appropriate representations, analyzing, interpreting, and producing mathematical arguments within the claim-evidence-reasoning relationship, and express these effectively in written and oral forms.
Course Content	Analyzing and justifying mathematical relationships; formulating research questions; collecting, organizing, and interpreting data; selecting and using appropriate tables, graphs, models, and representations; critically reading and producing mathematical messages used in daily life; developing written, oral, and visual communication products by using mathematical language; examining how the same mathematical situation can produce different meanings through different representations; and working on and discussing mathematical literacy skills that enable justified decision-making in light of complex data
Prerequisites	No the prerequisite of lesson.
Corequisite	No the corequisite of lesson.

COURSE LEARNING OUTCOMES

1	Knows how to use mathematical symbols, terms, and forms of expression accurately and appropriately.
2	Knows how to critically evaluate the meaning-making of representations by justifying the selection of representations.
3	Express mathematical ideas in written and oral forms through different representations.
4	Knows how to recognize uncertainties and limitations in data-based inferences.
5	Knows how to engage in evidence-based discussions.
6	Knows how to design and justify a communication product that supports evidence-based discussions, and how to revise and present this product in line with peer feedback.

COURSE'S CONTRIBUTION TO PROGRAM

	PO 01	PO 02	PO 03	PO 04	PO 05	PO 06	PO 07	PO 08	PO 09	PO 10	PO 11	PO 12	PO 13	PO 14
LO 001
LO 002
LO 003
LO 004
LO 005
LO 006
Sub Total
Contribution	0	0	0	0	0	0	0	0	0	0	0	0	0	0

ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION

Activities	Quantity	Duration (Hour)	Total Work Load (Hour)
Course Duration (14 weeks/theoric+practical)	14	2	28
Hours for off-the-classroom study (Pre-study, practice)	14	3	42
Assignments	1	4	4
Mid-terms	1	12	12
Final examination	1	18	18
Total Work Load ECTS Credit of the Course			104 4

COURSE DETAILS

Select Year

	Course Term	No	Instructors
Details	2026-2027 Fall	2	ASUMAN DUATEPE PAKSU

Course Details

Course Code	Course Title	L+P Hour	Course Code	Language Of Instruction	Course Semester	Mode of Delivery
IMO 5014	CRITICAL MATHEMATICS EDUCATION	2 + 0	2	Turkish	2026-2027 Fall	Face to Face

Course Coordinator	E-Mail	Phone Number	Course Location	Attendance
Prof. Dr. ASUMAN DUATEPE PAKSU	aduatepe@pau.edu.tr		EGT A0022-09	%80

Goals		The aim of this course is to develop preservice mathematics teachers’ competencies in making sense of, representing, critically evaluating, and pedagogically justifying different mathematical ideas, concepts, operations, and relationships in mathematics teaching. In line with this aim, it is intended that preservice teachers compare the representations, strategies, and solution methods used across different areas of mathematics; recognize what mathematical thinking makes visible and what it may limit; and bring into the teaching process their skills of making evidence-based explanations, engaging in discussion, and making decisions by taking uncertainty, error, assumptions, and limitations into account. Within the scope of the course, mathematical thinking is addressed as a teaching competence that supports fair, responsible, meaningful, and ethical communication in the classroom. In this process, it is aimed that preservice teachers develop their skills in problem posing and solving, formulating research questions, collecting and organizing information, selecting appropriate representations, analyzing, interpreting, and producing mathematical arguments within the claim-evidence-reasoning relationship, and express these effectively in written and oral forms.
Content		Analyzing and justifying mathematical relationships; formulating research questions; collecting, organizing, and interpreting data; selecting and using appropriate tables, graphs, models, and representations; critically reading and producing mathematical messages used in daily life; developing written, oral, and visual communication products by using mathematical language; examining how the same mathematical situation can produce different meanings through different representations; and working on and discussing mathematical literacy skills that enable justified decision-making in light of complex data

Topics

Weeks	Topics
1	Introduction to the scope, aims, content, and resources of the course
2	Recognizing situations that require mathematical investigation and formulating research questions
3	Analyzing a mathematical situation: Identifying variables, relationships, assumptions and limitations
4	Methods of data and information collection: Source evaluation, ethical considerations, and privacy
5	Organizing data: Documentation, data-cleaning decisions, and their potential implications
6	Selection of mathematical representations I: Selecting appropriate tables, graphs, figures, models, diagrams, and symbolic representations
7	Selection of mathematical representations II: Comparing, translating, and evaluating mathematical representations
8	Mathematical language and discourse: Using appropriate mathematical language and examining how discourse shapes meaning
9	Errors, misconceptions, and misleading representations: How the same mathematical situation can convey different meanings through different representations
10	Mathematical communication appropriate for the target audience: Developing written, oral, and visual products
11	Ethics in mathematical communication: Ethical use of mathematical language and representations
12	Interpretation and justification: Linking claims, evidence, and reasoning
13	Drawing conclusions from findings: Identifying patterns through the analysis of mathematical relationships
14	Presenting mathematical findings with supporting representations, justifications, and limitations

Materials

Materials are not specified.

Resources

Resources	Resources Language
Avcı, B. ve Özdemir, A. (Ed.). (2022). Eleştirel matematik eğitimi seçme makaleler (1. Baskı). Vizetek Yayıncılık	Türkçe
Yıldırım, A. (2013). Eleştirel pedagoji (3. Baskı). Anı Yayıncılık.	Türkçe
Yılmaz, N. ve Kurt, G. (Ed.). (2025). İstatistik öğretimi el kitabı ve ders tasarımı örnekleri (1.Baskı). Vizetek Yayıncılık.	Türkçe
Gutstein, R. ve Peterson, B. (Ed.). 2013. Rethinking mathematics. A Rethinking Schools Publication	English
Skovsmose, O. (1994). Towards a philosophy of critical mathematics education. Springer	English

Course Assessment

Assesment Methods	Percentage (%)	Assesment Methods Title
Final Exam	50	Final Exam
Midterm Exam	50	Midterm Exam

L+P: Lecture and Practice
PQ: Program Learning Outcomes
LO: Course Learning Outcomes

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