1. FIRST CYCLE - BACHELOR'S DEGREE
  2. FACULTY OF EDUCATION
  3. DEPARTMENT OF MATHEMATICS AND SCIENCE TEACHING DEPARTMENT
  4. 133 ELEMENTARY MATHEMATICS EDUCATION
Course Information Course Learning Outcomes Course's Contribution To Program ECTS Workload Course Details
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COURSE INFORMATION
Course CodeCourse TitleL+P HourSemesterECTS
IMO 5014CRITICAL MATHEMATICS EDUCATION2 + 06th Semester4

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
1Knows how to use mathematical symbols, terms, and forms of expression accurately and appropriately.
2Knows how to critically evaluate the meaning-making of representations by justifying the selection of representations.
3Express mathematical ideas in written and oral forms through different representations.
4Knows how to recognize uncertainties and limitations in data-based inferences.
5Knows how to engage in evidence-based discussions.
6Knows 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 01PO 02PO 03PO 04PO 05PO 06PO 07PO 08PO 09PO 10PO 11PO 12PO 13PO 14
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Sub Total              
Contribution00000000000000

ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION
ActivitiesQuantityDuration (Hour)Total Work Load (Hour)
Course Duration (14 weeks/theoric+practical)21428
Hours for off-the-classroom study (Pre-study, practice)14342
Assignments144
Mid-terms11212
Final examination11818
Total Work Load

ECTS Credit of the Course





104

4
COURSE DETAILS
 Select Year   


 Course TermNoInstructors
Details 2026-2027 Fall2ASUMAN DUATEPE PAKSU


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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
WeeksTopics
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
ResourcesResources Language
Avcı, B. ve Özdemir, A. (Ed.). (2022). Eleştirel matematik eğitimi seçme makaleler (1. Baskı). Vizetek YayıncılıkTürkçe
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 PublicationEnglish
Skovsmose, O. (1994). Towards a philosophy of critical mathematics education. SpringerEnglish
Course Assessment
Assesment MethodsPercentage (%)Assesment Methods Title
Final Exam50Final Exam
Midterm Exam50Midterm Exam
L+P: Lecture and Practice
PQ: Program Learning Outcomes
LO: Course Learning Outcomes