Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PROBLEM SOLVINGIN MATHEMATICS | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Esra YEMENLİ |
| Name of Lecturer(s) | Lect.Dr. Özlem ERKEK |
| Assistant(s) | Res. assist. Zeynep ARSLAN |
| Aim | The aim of this course is to inform pre-service teachers about problem types and problem solving processes. Other objectives are as follows: To enable prospective teachers to experience problem solving strategies by working on examples. To enable prospective teachers to gain experience in problem posing. To inform prospective teachers about current developments in problem solving. |
| Course Content | This course contains; What is problem and problem solving?,Problem types and problem solving strategies,Recent developments in problem solving.,Mathematical problem solving strategies and the importance of multiple representations in problem solving.,Organization data strategy,Estimation and control strategy,Solve a simpler problem strategy,Animation / Analogy strategy,Working backwards and Pattern finding strategies,Logical Reasoning and Drawing strategies,Developing a different perspective strategy,Definition, process, characteristics and importance of problem posing,,Problem posing strategies, different problem posing studies.,Problem posing in secondary school mathematics curriculum and textbooks; evaluation of problem posing.. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Poses a problem appropriate to the given context. | 10, 12, 16, 19 | E |
| Prepare sample problems for problem solving strategies. | 10, 12, 16, 19 | E |
| Explain the difference between problem and exercise. | 10, 16, 9 | |
| Evaluates students' problem solving process. | 10, 16, 9 | A |
| Defines the problem. | 10, 12, 16, 19, 5, 9 | |
| Knows the stages of problem solution. | 10, 12, 16, 19, 5, 8 | |
| Recognizes the complexity levels and types of problems. | 10, 16, 19, 5 | |
| Uses problem solving strategies. | 10, 12, 16 | E |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 5: Cooperative Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is problem and problem solving? | Posamentier & Krulik (2016). pp.1-6 |
| 2 | Problem types and problem solving strategies | Posamentier & Krulik (2016). pp.5-6 |
| 3 | Recent developments in problem solving. | Literature review on problem solving |
| 4 | Mathematical problem solving strategies and the importance of multiple representations in problem solving. | Literature review on multiple representation |
| 5 | Organization data strategy | Posamentier & Krulik (2016). pp.7-10 |
| 6 | Estimation and control strategy | Posamentier & Krulik (2016). s.27-30 |
| 7 | Solve a simpler problem strategy | Posamentier & Krulik (2016). pp.42-44 |
| 8 | Animation / Analogy strategy | Posamentier & Krulik (2016). pp.55-60 |
| 9 | Working backwards and Pattern finding strategies | Posamentier & Krulik (2016). pp.68-84 |
| 10 | Logical Reasoning and Drawing strategies | Posamentier & Krulik (2016). pp.100-116 |
| 11 | Developing a different perspective strategy | Posamentier & Krulik (2016). pp.130-132 |
| 12 | Definition, process, characteristics and importance of problem posing, | Literature review on problem posing |
| 13 | Problem posing strategies, different problem posing studies. | Prepare problem posing examples |
| 14 | Problem posing in secondary school mathematics curriculum and textbooks; evaluation of problem posing. | Examining the curriculum and textbooks |
| Resources |
| Alfred S. Posamentier & Stephen Krulik (2016). Matematikte Problem Çözme. (Çeviri: Levent Akgün, Tuğrul Kar, M. Fatih Öçal) Pegem Akademi. Alfred S. Posamentier & Stephen Krulik (2020). Etkili ve Yaratıcı Çözümler İçin Problem Çözme Stratejileri 6-12. Sınıflar (Çeviri Levent Akgün,2. Baskı) Pegem Akademi. Çeker, F. & Ev Çimen, E. (2017). Ortaokul matematik öğretmenlerinin problem çözme stratejilerine ilişkin görüşleri. Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi (ESTÜDAM) Eğitim Dergisi, 2 (1), 44-60. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching. It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching. It compares the theories in its field and lists the strengths and weaknesses of each theory verbally. | X | |||||
| 2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | X | |||||
| 3 | A problem he faces professionally, he analyzes and solves it based on scientific methods. He solves a problem he faces professionally on his own. It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not. | X | |||||
| 4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | X | |||||
| 5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary. When he encounters a problem, he formulates it in writing or verbally. He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment. He speaks at least B1 level English to monitor international professional developments. | X | |||||
| 6 | He knows the basic concepts of his profession. Applies basic skills related to his profession. It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles. In a professional subject, it conducts research by choosing the appropriate research method. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 13 | 2 | 26 | |||
| Resolution of Homework Problems and Submission as a Report | 10 | 2 | 20 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 5 | 5 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 89 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(89/30) | 3 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PROBLEM SOLVINGIN MATHEMATICS | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Esra YEMENLİ |
| Name of Lecturer(s) | Lect.Dr. Özlem ERKEK |
| Assistant(s) | Res. assist. Zeynep ARSLAN |
| Aim | The aim of this course is to inform pre-service teachers about problem types and problem solving processes. Other objectives are as follows: To enable prospective teachers to experience problem solving strategies by working on examples. To enable prospective teachers to gain experience in problem posing. To inform prospective teachers about current developments in problem solving. |
| Course Content | This course contains; What is problem and problem solving?,Problem types and problem solving strategies,Recent developments in problem solving.,Mathematical problem solving strategies and the importance of multiple representations in problem solving.,Organization data strategy,Estimation and control strategy,Solve a simpler problem strategy,Animation / Analogy strategy,Working backwards and Pattern finding strategies,Logical Reasoning and Drawing strategies,Developing a different perspective strategy,Definition, process, characteristics and importance of problem posing,,Problem posing strategies, different problem posing studies.,Problem posing in secondary school mathematics curriculum and textbooks; evaluation of problem posing.. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Poses a problem appropriate to the given context. | 10, 12, 16, 19 | E |
| Prepare sample problems for problem solving strategies. | 10, 12, 16, 19 | E |
| Explain the difference between problem and exercise. | 10, 16, 9 | |
| Evaluates students' problem solving process. | 10, 16, 9 | A |
| Defines the problem. | 10, 12, 16, 19, 5, 9 | |
| Knows the stages of problem solution. | 10, 12, 16, 19, 5, 8 | |
| Recognizes the complexity levels and types of problems. | 10, 16, 19, 5 | |
| Uses problem solving strategies. | 10, 12, 16 | E |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 5: Cooperative Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is problem and problem solving? | Posamentier & Krulik (2016). pp.1-6 |
| 2 | Problem types and problem solving strategies | Posamentier & Krulik (2016). pp.5-6 |
| 3 | Recent developments in problem solving. | Literature review on problem solving |
| 4 | Mathematical problem solving strategies and the importance of multiple representations in problem solving. | Literature review on multiple representation |
| 5 | Organization data strategy | Posamentier & Krulik (2016). pp.7-10 |
| 6 | Estimation and control strategy | Posamentier & Krulik (2016). s.27-30 |
| 7 | Solve a simpler problem strategy | Posamentier & Krulik (2016). pp.42-44 |
| 8 | Animation / Analogy strategy | Posamentier & Krulik (2016). pp.55-60 |
| 9 | Working backwards and Pattern finding strategies | Posamentier & Krulik (2016). pp.68-84 |
| 10 | Logical Reasoning and Drawing strategies | Posamentier & Krulik (2016). pp.100-116 |
| 11 | Developing a different perspective strategy | Posamentier & Krulik (2016). pp.130-132 |
| 12 | Definition, process, characteristics and importance of problem posing, | Literature review on problem posing |
| 13 | Problem posing strategies, different problem posing studies. | Prepare problem posing examples |
| 14 | Problem posing in secondary school mathematics curriculum and textbooks; evaluation of problem posing. | Examining the curriculum and textbooks |
| Resources |
| Alfred S. Posamentier & Stephen Krulik (2016). Matematikte Problem Çözme. (Çeviri: Levent Akgün, Tuğrul Kar, M. Fatih Öçal) Pegem Akademi. Alfred S. Posamentier & Stephen Krulik (2020). Etkili ve Yaratıcı Çözümler İçin Problem Çözme Stratejileri 6-12. Sınıflar (Çeviri Levent Akgün,2. Baskı) Pegem Akademi. Çeker, F. & Ev Çimen, E. (2017). Ortaokul matematik öğretmenlerinin problem çözme stratejilerine ilişkin görüşleri. Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi (ESTÜDAM) Eğitim Dergisi, 2 (1), 44-60. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching. It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching. It compares the theories in its field and lists the strengths and weaknesses of each theory verbally. | X | |||||
| 2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | X | |||||
| 3 | A problem he faces professionally, he analyzes and solves it based on scientific methods. He solves a problem he faces professionally on his own. It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not. | X | |||||
| 4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | X | |||||
| 5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary. When he encounters a problem, he formulates it in writing or verbally. He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment. He speaks at least B1 level English to monitor international professional developments. | X | |||||
| 6 | He knows the basic concepts of his profession. Applies basic skills related to his profession. It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles. In a professional subject, it conducts research by choosing the appropriate research method. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |