MSc in Curriculum Development and Instruction

## Course Information Package

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.
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Mode of Delivery | Face-to-face | ||||||

Prerequisites | NONE | Co-requisites | NONE | ||||

Recommended optional program components | NONE | ||||||

Course Contents |
· Cognitive
growth in mathematics. The stages for
the development of the mathematical thinking. · Cognitive
and didactic obstacles. Misconceptions and misunderstandings. · Different
forms of mathematical understanding. · Concepts
and methods in mathematics teaching and learning. · Notion of
abstraction and their influence on the development of mathematical concepts. · Neo-piagetian
perspective on the teaching of mathematics. · Working
memory and processing efficiency in relation to mathematical performance. · Intuitive
rules and mathematical understanding. · The
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. · Cognitive
styles, mathematical models and the multiple representation flexibility. | ||||||

Recommended and/or required reading: | |||||||

Textbooks | - 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
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References | - 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.
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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 |
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Language of instruction | Greek | ||||||

Work placement(s) | NO |