Program Information
Aim
The aim of the Primary Mathematics Education Program is to educate teachers who can effectively teach mathematics at the middle school level, integrate mathematical content knowledge with pedagogical content knowledge, and foster students’ mathematical thinking and problem-solving skills. The program also aims to educate teachers who follow scientific and technological developments, employ contemporary teaching methods and techniques, adhere to ethical values, and possess critical and reflective thinking skills.Qualification Awarded
First Cycle (Bachelor's Degree)Registration and Admission Requirements
In order to be accepted to this program, it is necessary to have obtained a diploma by completing a high school or equivalent education and to have obtained sufficient points from the Higher Education Institutions Exam (YKS). Students are accepted to the program according to the type of numerical score and the principles determined by the Higher Education Council. Foreign Students are accepted within the framework of the success criteria determined by the Senate.Graduation Requirements
Students, who have successfully completed all the courses, do their practices and internships which are enrolled in the program and who have received at least 240 ECTS (European Credit Transfer System) credits are entitled to a diploma. Graduation achievement grade is determined by the general weighted average of the points.Recognition of Prior Learning
Students may apply for exemption from the courses which they have taken or attained from an institution of higher education or from an accredited institution that they have previously enrolled in. The exemption requests are determined according to the board of directors by taking the opinion of the lecturer who gives the related course.Lesson Plan - ECTS Credits
* The courses indicated in this course table shows current course plan information in Student Affairs.
** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.
*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.
Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.
| Fall Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| İM1110800 | HISTORY of the TURKISH REPUBLIC I | Turkish | 2 | 2 | 2 | |
| İM1182860 | FOREIGN LANGUAGE I-ENGLISH | English | 2 | 2 | 3 | |
| İM1110200 | TURKISH LANGUAGE I | Turkish | 2 | 2 | 2 | |
| İM1114931 | MORALS AND ETHICS in EDUCATION | Turkish | 2 | 2 | 5 | |
| İM1114937 | INTRODUCTION to EDUCATION | Turkish | 2 | 2 | 5 | |
| İM1114927 | ABSTRACT MATHEMATICS | Turkish | 2 | 2 | 6 | |
| İM1114938 | ANALYSIS I | Turkish | 3 | 3 | 7 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| İM1210000 | HISTORY of the TURKISH REPUBLIC II | Turkish | 2 | 2 | 2 | |
| İM1282900 | FOREIGN LANGUAGE II-ENGLISH | English | 2 | 2 | 3 | |
| İM1220000 | TURKISH LANGUAGE II | Turkish | 2 | 2 | 2 | |
| İM1214933 | INFORMATICS and EDUCATIONAL TECHNOLOGIES | Turkish | 2+2 | 3 | 6 | |
| İM1214935 | PSYCHOLOGY of EDUCATION | Turkish | 2 | 2 | 5 | |
| İM1214932 | BASIC CONCEPTS in MATHEMATICS I | Turkish | 3 | 3 | 6 | |
| İM1214936 | ANALYSIS II | Turkish | 2 | 2 | 6 | |
Program Qualification
Theoretical, Factual
It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses.
It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas.
Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
| 1- Based on the competencies gained in secondary education; Understanding the basic concepts related to the field and the relationships between concepts. | 1 - It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. |
| 2-The nature of the information has knowledge about the evaluation of its source, limits, accuracy, reliability and validity. | 1 - It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. |
| 3- Having basic knowledge about curricula. | 3 - Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. |
| 4-Students have knowledge of basic development and learning characteristics. | 3 - Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. 1 - It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. 2 - It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. |
| 5-They have knowledge about different national and international cultures. | 2 - It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. 1 - It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. 5 - By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. |
| 2 - It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | |
| SKILLS | |
| Cognitive, Practical | |
| 1- Using basic information sources related to its field. | 8 - By formulating a research question on a professional topic, they plan the appropriate research method. |
| 2- Explaining the basic events and phenomena related to his/her field with basic concepts related to his/her field. | 8 - By formulating a research question on a professional topic, they plan the appropriate research method. 6 - Solves professional problems related to mathematics education independently using scientific methods. |
| 3- Interpreting and evaluating the data by using the basic knowledge and skills acquired in the field. | 6 - Solves professional problems related to mathematics education independently using scientific methods. 8 - By formulating a research question on a professional topic, they plan the appropriate research method. 7 - Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. |
| 4-Defining and analyzing problems related to the field, developing evidence-based solution suggestions. | 5 - By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. 4 - Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. |
| 4 - Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. 5 - By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | |
| 5 - By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. 3 - Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
| 1- Conducting a basic level study related to the field independently. | 10 - Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. 9 - Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. |
| 2- Taking responsibility in individual and group work. | 11 - Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. 12 - By interpreting the results of their own teaching practices, they develop recommendations for professional development. |
| 3- Recognizing himself/herself as an individual; using his/her creative and strengths and improving his/her weaknesses. | 9 - Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. 10 - Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. |
| Learning Competence | |
| 1- Evaluating the basic knowledge and skills with a critical approach. | 11 - Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. 12 - By interpreting the results of their own teaching practices, they develop recommendations for professional development. |
| 2- Identifiying learning needs and guiding learning. | 12 - By interpreting the results of their own teaching practices, they develop recommendations for professional development. 11 - Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. |
| 3- Directing his/her education to an advanced education level in the same field or to a profession at the same level. | 11 - Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. |
| 4- Developing a positive attitude towards lifelong learning. | 11 - Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. |
| Communication and Social Competence | |
| 1-Being sensitive to the events/ developments on the agenda of the society and the world and following these developments. | 15 - In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. |
| 2- Informing the relevant persons and institutions at the level of basic knowledge and skills in the field. | 11 - Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. |
| 3- Sharing his/her thoughts and solution suggestions for problems with people by supporting them with scientific information. | 10 - Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. 15 - In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. |
| 4-Being able to monitor the information in the field and communicate with colleagues by using a foreign language at least at the General Level of the European Language Portfolio A2. | 13 - Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. |
| 5- Using information and communication technologies at the basic level of the European Computer Use License. | 13 - Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. 7 - Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. |
| 6- Living in different cultures and adapting to social life. | 8 - By formulating a research question on a professional topic, they plan the appropriate research method. 11 - Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. |
| 16 - In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | |
| - | |
| Field-based Competence | |
| 1-Setting an example for the society with his/her appearance, attitude, attitude and behaviors. | 14 - Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. 9 - Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. |
| 2- Acting in accordance with democracy, human rights, social, scientific and professional ethical values. | 14 - Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. |
| 3- Acting and participates in quality management and processes. | 12 - By interpreting the results of their own teaching practices, they develop recommendations for professional development. 10 - Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. 14 - Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. |
| 4-Having sufficient awareness in environmental protection and occupational safety issues. | 15 - In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. |
| 5-Being aware of the national and universal sensitivities expressed in the Basic Law of National Education. | 15 - In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. |
| 6- As an individual, he/she is acting in accordance with the laws, regulations and legislation related to his/her duties, rights and responsibilities. | 14 - Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. |
| 14 - Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | |
Employment Opportunities
Our students who graduated from Primary Mathematics Education program can work with the title of "primary school mathematics teacher" in state or private education institutions. In addition, they may also have the opportunity to work as academicians at universities if they meet the necessary conditions and acquire job opportunities in the private sector by improving their mathematics and computer knowledge.Upgrading
Students may apply to master’s and doctoral programs and arts proficiency programs according to the rules determined by the Higher Education Council of Turkey and related higher education institution.Type of Training
Full TimeAssessment and Evaluation
Successfull completion of theoretical and practical courses is evaluated by mid-term and final exams. Criteria for passing can be found in University's Education and Training Regulations and our School's Education and Training Regulations and Exam Directives.Head of Department/Program
Head Of Department
Dr.Öğr.Üye. Hüseyin KOCAMANLearning Experiences
Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:
Learning Experiences * | Learning Activities | Tools Used |
|---|---|---|
Discussion Method | Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments. |
Demonstration Method | The instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice. | Real tools or model tools and equipment, multimedia tools, videos and animations), computer. |
Problem Solving Method | Identifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual study | Textbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer |
Case Study Method | Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation. | Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments. |
Self Study Method | Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance. | Library, e-library, laboratory, workshop |
Role Play and Drama Technique | Introducing the text to the scenario, distributing the roles to the students, students working on the roles, students performing the scenario in cooperation, analyzing and evaluating the scenario text. The subject and situation to be dramatized is determined by the instructor. When the drama technique is applied, the students improvise a real-life problem. The drama situation is analyzed together with the students. | Script text, theater, classroom, conference room, video and audio, visual recordings. |
Question - Answer Technique | Asking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answers | Textbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations) |
Brainstorming Technique | Developing opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments. |
Project Based Learning Model | Creating a real-life problem situation scenario, identifying a real-life problem situation, collecting data related to the problem, analyzing data, data processing, data conversion, developing alternative solutions, choosing the appropriate solution method, applying the solution method / creating a model / design / concrete product / producing a concrete service, evaluating the model / design / concrete product / service, exhibiting project products | Problem scenario texts / Sample projects, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Reverse Brainstorming Technique | Identifying problems, sorting problems, classifying problems | Standard classroom technologies, multimedia tools (fishbones, text, images, graphics, graphics, drawings, audio, video and animations),computers, projectors, online environments |
Concept Map Technique | Distinguishing concepts, sorting concepts, counting concepts, associating concepts, analyzing conceptual framework | Concept maps |
Problem Baded Learning Model | Creating a reflective scenario of a real-life problem situation, identifying a real-life problem situation, collecting data about the problem, analyzing data, data processing, data transformation, developing alternative solutions | Problem scenario texts, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Computer-Internet Supported Instruction | Online Course Platforms : Collaboration and communication, digital literacy activities, sharing information, improving technology use, creative thinking activities, problem solving, generating critical thinking. These are environments where instructors share course materials, collect assignments and interact with students. E-Books and Digital Content : Reading, writing, comprehension, interpretation, creative thinking activities, language use, examination, research, using technology, critical thinking activities. Learning environment and materials are made more attractive by presenting interactive content to students. Webinars and synchronize meeting : Communication, collaboration, teamwork, presentation, technology skills, problem solving, live interaction with studentsremotely. Simulations : Problem solving, using technology, analytical thinking, communication, decision making, teamwork and collaboration. They are environments where students have the opportunity to experience the concepts. Audio and Visual aids : Communication skills, language skills, emotional intelligence and empathy, social skills, attention and focus, use of technology. Animations, graphics and interactive visuals are used to help students master the topics. Digital Game- Based Learning : Problem solving skills, ability to use technology, creative thinking, quick decision making, strategy development, cooperation and teamwork. Games prepared or played in digital environments to make learning fun and increase retention in learning. Adaptive Learning Systems : Logical mathematical thinking activities, reading, writing, comprehension, interpretation, critical thinking activities. These are environments where students identify their weaknesses and are offered to carry out studies and activities specific to that area. Virtual Reality (VR) and Augmented Reality (AR) : Simulation and practical applications, creative thinking activities, using technology, planning, programming, social interaction and communication. 3D virtual environments are used to make learning fun and interactive. Social Media and Interactive Platforms : Communication, collaboration, teamwork, project management, interactive content creation, critical thinking activities. Personal platforms for students to share their thoughts on any topic, interact and produce content. Data Analysis and Monitoring Tools : Analytical thinking activities, logical mathematical thinking activities, problem solving, decision making, communication. These are tools used to assess and monitor student performance, identify student difficulties and create lesson plans accordingly. Artificial Intelligence Technologies : Data analysis and forecasting, game and strategy development, security and threat analysis, technology utilization skills, robotics and automation skills, creative thinking skills, computational thinking skills. | Moodle, Google Classroom, Edmodo, Edupage etc. Google Play Books, Apple Books, Amazon Kindle Store, BookBoon, OpenStax, etc. Zoom, Microsoft Teams, Google Meet, Adobe Connect, GoToMeeting, etc. NASA Eyes on the Solar System, FlightGear, Virtual Biology Lab, CarSim, SimCity, etc. Infographics, maps and graphs, charts and diagrams, tables, Podcast, audio books, interviews and chats, etc. Strategy and puzzle games, Simulation and construction games, mission games, real-time multiplayer games, etc. Udemy, Khan Academy, Duolingo, Cognii, Smart Sparrow, etc. Oculus Rift, PlayStation VR, Samsung Gear VR, Google CardBoard, Pokemon Go, Arlit, Facebook, instagram, twitter, linledIn, snapchat, pinterest, youtube, twitch, reddit, discord etc. Google Analytics, Microsoft Power BI, Splunk, Adobe Analytics, etc. ChatGPT, Google AI, Deeply, DıaloGPT. Amazon Alexa, Tesla Autopilot, etc. |
Inquiry-Based Learning | Exploring, finding case studies, establishing cause and effect relationship, questioning, examining, researching (learning circle=3E,5E,7E models | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Cooperative Learning | Cooperation, communication, leadership, sharing tasks, sharing responsibility, learning together, social interaction. Heterogeneous groups are formed among the students. The task is given to the groups. Groups of students do tasks such as project, performance, problem solving, role playing, classical homework together. | In-class and out-of-class, in-school and out-of- school environments. |
Experiential Learning | Faculty-external stakeholder (industrial organizations, schools and others) cooperation is established. Students directly observe professional skills in the real environment. Observation results are analyzed in the classroom environment. | Internship places according to the program, professional practice places, Student product file sample, observation forms and other alterative measurement tools |
Flipped Classroom Learning | Problem solving, discussion, case study presentation, case analysis, critical thinking, creative thinking, video recordings appropriate to the learning objective are created or selected. Students make preliminary preparation by watching video recordings. The problem is solved in the classroom. The problem is discussed. | Video recordings, online environments, classroom |
Lecture Method | Listening, speaking, (lecture, conference, seminar, speech, statement and briefing techniques are applied) | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Traditional Written Exam | Classical written exams to assess creative, critical and reflective thinking. Multiple- choice, short-answer (fill-in-the-blank, matching, true-false and other) exams to assess cognitive skills such as knowledge, comprehension, application and analysis. | Written exam papers, multiple choice tests, short answer tests, mixed tests, answer keys |
Multiple-Choice Exam | ||
Homework | It is used to improve students' knowledge and skills, to encourage them to research and study, to complete their learning deficiencies, and to deepen their understanding of a subject. | Library, e-library, books, articles |
Project Task | Identifies, field of application, collecting, and analyzing data, literature review, preparing and presenting report | Internet databases, library databases, e-mail, textbooks, or supplementary books |
Quiz | It is done to identify learning gaps. In this case, student grades are not reflected. The level of realization of learning objectives can be evaluated depending on the process. In this case, it can be reflected in student grades. | Worksheets, question bank, question pool, answer key |
Performance Task | It is used when it is aimed to evaluate students holistically (cognitive, affective and psychomotor). It is used to measure and evaluate the learning process and learning products. Performance assignments involve a workload of at least two weeks. | Problem scenario texts, checklists, rubrics, grading scales |
Portfolio Task | It is used to assess students holistically (intellectually, behaviorally, socially). It includes at least one year of student activities. In special cases, it may be for a semester. | Sample protfolios, checklists, rubrics, rating scales |
Group Assessment Technique | In cases where the cooperative learning model is applied, the instructor evaluates the group. The evaluation result can be converted into a grade. | Group evaluation form (can be used in contor list rubric, grading scale form) |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ABSTRACT MATHEMATICS | 1 | 1 | 1 | 2 | 3 | 4 | 2 | 2 | 3 | 1 | 4 | 4 | 2 | 2 | 2 | 1 |
| ALGEBRA and NUMBER THEORY | 4 | 4 | 3 | 5 | 4 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 5 | 4 | 4 | 3 |
| ALGORITHM and PROGRAMMING | 4 | 4 | 5 | 4 | 5 | 5 | 4 | 5 | 4 | 5 | 4 | 5 | 5 | 5 | 5 | 5 |
| ANALYSIS I | 4 | 4 | 3 | 5 | 4 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 5 | 4 | 4 | 3 |
| ANALYSIS II | 4 | 4 | 3 | 5 | 4 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 5 | 4 | 4 | 3 |
| ANALYSIS III | 4 | 4 | 3 | 5 | 4 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 5 | 4 | 4 | 3 |
| ANALYTICAL GEOMETRY | 1 | 1 | 1 | 2 | 2 | 3 | 1 | 1 | 3 | 3 | 2 | 3 | 3 | 2 | 2 | 1 |
| BASIC CONCEPTS in MATHEMATICS I | 1 | 1 | 2 | 1 | 3 | 3 | 2 | 2 | 2 | 4 | 4 | 4 | 3 | 1 | 2 | 3 |
| DIFFERENTIAL EQUATIONS | 4 | 4 | 3 | 5 | 4 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 5 | 4 | 4 | 3 |
| EDUCATIONAL HISTORY | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 3 | 0 | 1 | 2 | 1 | 1 |
| INFORMATICS and EDUCATIONAL TECHNOLOGIES | 1 | 0 | 3 | 3 | 4 | 2 | 2 | 1 | 2 | 3 | 2 | 3 | 2 | 2 | 2 | 4 |
| INSTRUCTIONAL METHODS and PRINCIPLES | 3 | 0 | 0 | 2 | 0 | 1 | 0 | 0 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 0 |
| LINEAR ALGEBRA | 1 | 1 | 1 | 1 | 2 | 4 | 2 | 1 | 2 | 2 | 2 | 3 | 2 | 1 | 1 | 1 |
| MATHEMATICAL LEARNING and TEACHING APPROACHES | 3 | 2 | 2 | 2 | 2 | 2 | 1 | 1 | 2 | 3 | 2 | 3 | 1 | 2 | 2 | 0 |
| MODELLING in MATHEMATICS | 4 | 2 | 2 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 3 | 2 |
| OUT-OF-SCHOOL LEARNING ENVIRONMENTS | 2 | 3 | 2 | 3 | 3 | 1 | 1 | 3 | 4 | 4 | 3 | 4 | 3 | 3 | 4 | 1 |
| PHYSICS | 4 | 0 | 5 | 0 | 1 | 4 | 0 | 0 | 0 | 0 | 4 | 2 | 0 | 0 | 2 | 0 |
| PROBLEM SOLVINGIN MATHEMATICS | 1 | 0 | 0 | 2 | 2 | 1 | 1 | 1 | 0 | 2 | 0 | 2 | 1 | 0 | 0 | 0 |
| PROJECT PREPARATION in EDUCATION | 0 | 0 | 2 | 2 | 1 | 4 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 4 | 2 | 0 |
| TEACHING ALGEBRA | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 1 | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 1 |
| TEACHING PRACTICE I | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| TEACHING PROBABILITY and STATISTICS | 4 | 4 | 4 | 5 | 5 | 3 | 3 | 4 | 2 | 2 | 4 | 4 | 3 | 4 | 5 | 4 |
| İlişkili Ders Sayısı / 22/48 | 59 | 48 | 53 | 66 | 65 | 74 | 56 | 60 | 62 | 64 | 68 | 72 | 66 | 59 | 61 | 44 |
Surveys for Students
| Strongly Disagree | Disagree | Neither Agree Nor Disagree | Agree | Strongly Agree | Don't Know/No Idea | Choose | |
|---|---|---|---|---|---|---|---|
| The lecturer explains the course's aim and extent and what is expected of the student clearly. | |||||||
| Chooses the course sources in accordance with the courses and announces them. | |||||||
| Guides/helps the students in accessing the resources they recommended for the course. | |||||||
| The lecturer's instruction method (course presentation) is clear, fluent and understandable. | |||||||
| Uses the instructional technologies (effectively.) | |||||||
| Offers multidirectional communication and interactional implementations in the classroom. | |||||||
| Has knowledge in the matter of traditional teaching strategic management and techniques. | |||||||
| Uses the teaching methods s/he covers in the course within their implementations. | |||||||
| Makes time for the student outside of course hours regarding the course | |||||||
| Comes to the class regularly and uses time effectively. | |||||||
| The lecturer is successful in establishing classroom dominance during the course. | |||||||
| Informs the students on current issues. | |||||||
| Sets an example with their open attitude and behaviour to students' opinions. | |||||||
| Success measurement methods and tools (classic/oral exam, project, assignments, etc.) are compatible with the course's aim and extent. | |||||||
| Helps me when I want to ask questions about my exam paper. | |||||||
| Lab/field/application studies are compatible with the aim and the extent of the course. | |||||||
| Develops the creative thinking process and skills of the learning and teaching process of the course. | |||||||
| The course is supported by the current issues and guests. | |||||||
| Things you would like to convey apart from the questions above; |