|Course Unit Title||COGNITION AND MATHEMATICS EDUCATION|
|Course Unit Code||ESPLE715|
|Course Unit Details||MA Educational Sciences: Dynamic Learning Environments (Specialization Electives) - |
|Number of ECTS credits allocated||10|
|Learning Outcomes of the course unit||By the end of the course, the students should be able to:|
- Describe the development of mathematical thinking in respect to the theories of cognitive development such as the neo-piagetian perspective.
- Explain the impact of cognitive processes such as working memory and processing efficiency on mathematical performance.
- Critically analyze the relation of cognitive processes with metacognitive and affective processes in the learning of mathematics and propose suggestions for the improvement of self-regulation on the learning of mathematics.
- Design and implement mathematics lessons by respecting different thinking and cognitive styles (holistic vs analytic).
- Design and implement mathematics lessons that integrate mathematical models in order to understand the conceptual change in respect to different mathematical concepts.
- Evaluate mathematics education curricula proposed from time to time by relating it with contemporary research trends.
|Mode of Delivery||Face-to-face|
|Recommended optional program components||NONE|
growth in mathematics. The stages for
the development of the mathematical thinking.
and didactic obstacles. Misconceptions and misunderstandings.
forms of mathematical understanding.
and methods in mathematics teaching and learning.
· Notion of
abstraction and their influence on the development of mathematical concepts.
perspective on the teaching of mathematics.
memory and processing efficiency in relation to mathematical performance.
rules and mathematical understanding.
affective and the metacognitive domain in mathematics. Beliefs, attitudes,
self-efficacy beliefs. Self-regulation and the mathematical problem solving.
· Stages for
the development of geometrical thinking. The use of technology for the
misunderstandings and misconceptions in stereometry.
styles, mathematical models and the multiple representation flexibility.
|Recommended and/or required reading:|
- Campell, J. (2005). Handbook of mathematical cognition. New York: Psychology Press
- Verschaffel, L., Dochy, P., Boekartz, M., & Vosniadou, S. (2006). Powerful Learning Environments. Advances in Learning and Instruction Series, Elsevier Science.
- Vosniadou, S. (2008). International Handbook of Research on Conceptual Change, New York, New York, Routledge
- Ministry of Education and Culture (2010). Νέο Αναλυτικό Πρόγραμμα για τα Μαθηματικά. Nicosia: Ministry of Education and Culture.
- Boσνιάδου, Σ. (1995). Η ψυχολογία των μαθηματικών. Αθήνα: Gutenberg.
- Changeux, J. & Connes. A. (1995). Τα μαθηματικά και ο εγκέφαλος. Αθήνα: Κάτοπτρο.
- Ernest, P. (2011). The psychology of learning mathematics: the cognitive, affective and contextual domains of mathematics education. USA: Lambert.
- Geary, D.C. (1994). Children’s mathematical development: research and practical applications. Washington, DC: American Psychological Association.
- Gonulacar, G. (2011). Self-regulation and multinational beliefs in mathematics achievement: Investigation of self-regulated learning and motivational beliefs in mathematics achievement. Lambert.
- Gutierrez, A. & Boero, P. (2006). Handbook of research on the psychology of mathematics education. PME- sense publishers.
- Sternberg, R. (1999). Thinking styles. Cambridge University Press.
- Veenman, M. (2005). Metacognition in mathematics education. Nova publishers.
|Planned learning activities and teaching methods||The theoretical part of the module (content of the taught concepts) is delivered by means of lectures, documentaries viewing and discussing as well as workshops engaging students in collaborative learning. |
|Assessment methods and criteria|
|Language of instruction||Greek|