Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MIDDLE SCHOOL MATHEMATICS CURRICULA | - | Spring 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) | |
| Aim | The aim of this course is to examine the curriculum in detail for students. The titles are as follows: Basic concepts related to curriculums; development of secondary school mathematics curriculums from the past to the present; approach, content, skills aimed at improving the current secondary school mathematics curriculum; learning and sub-learning areas; distribution and limits of gains by class, relationship with other courses; the relationship of the secondary school mathematics course curriculum with the elementary and high school mathematics course curriculums; methods, techniques, tools and materials used; measurement evaluation approach; teacher qualifications. |
| Course Content | This course contains; Basic concepts about curriculum,The development of middle school mathematics teaching programs from past to the present,The approach, content and the skills (which are expected to be improved) of current middle school mathematics curriculum,Larning and sub-learning areas in the curriculum,Distribution and limits of objectives according to the grade levels,The relationship between the objectives of the curriculum with the other courses,The relationship among middle school mathematics teaching program, elementary school pathematics curriculum and high school mathematics curriculums,Methods, techniques, tools and materials used in middle school mathematics curriculum,Methods, techniques, tools and materials used in middle school mathematics curriculum,Measurement and evaluation approach in middle school mathematics curriculum,Teacher quaifications,Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels,Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels,Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the development of middle school mathematics curriculum from past to present. | 10, 9 | A, F |
| Defines the approach, content and aimed skills of the current middle school mathematics curriculum. | 10, 16 | A, E |
| Lists the learning and sub-learning areas in the middle school mathematics curriculum. | 10, 16, 5 | E, F |
| Discusses the distribution of the learning objectives of the middle school mathematics curriculum among class levels. | 10, 16, 5 | E, F |
| Recognizes the methods, techniques, tools and materials used in the middle school mathematics curriculum. | 10, 16, 5 | A, F |
| Gains a critical perspective regarding the curriculum implemented in Turkey. | 10, 16, 9 | H |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic concepts about curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.1-10 |
| 2 | The development of middle school mathematics teaching programs from past to the present | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.29-75 |
| 3 | The approach, content and the skills (which are expected to be improved) of current middle school mathematics curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.14-25 |
| 4 | Larning and sub-learning areas in the curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.15-22 |
| 5 | Distribution and limits of objectives according to the grade levels | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.77-85 |
| 6 | The relationship between the objectives of the curriculum with the other courses | Examination of examples related to science lesson in middle school mathematics textbooks. |
| 7 | The relationship among middle school mathematics teaching program, elementary school pathematics curriculum and high school mathematics curriculums | Investigation of primary, secondary and high school mathematics curricula |
| 8 | Methods, techniques, tools and materials used in middle school mathematics curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.151-181 |
| 9 | Methods, techniques, tools and materials used in middle school mathematics curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.151-181 |
| 10 | Measurement and evaluation approach in middle school mathematics curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , p.22 |
| 11 | Teacher quaifications | Look for information regarding teacher qualifications |
| 12 | Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels | Group work-Examining the textbooks at different grade levels and presenting the curriculum reflections as a group |
| 13 | Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels | Group work-Examining the textbooks at different grade levels and presenting the curriculum reflections as a group |
| 14 | Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels | Group work-Examining the books at different grade levels and presenting the curriculum reflections as a group |
| Resources |
| Ortaokul Matematik Öğretim Programları Tarihsel bir inceleme (2020). Editörler: Mehmet Fatih Özmantar, Hatice Akkoç, Bilge Kuşdemir Kayıran, Melike Özyurt. Pegem Akademi Yayını. |
| MEB Matematik Dersi Öğretim Programı http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=329 ) adresinden indirilebilir. Okullarda kullanılan matematik ders kitapları. |
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 | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 40 | 40 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 10 | 10 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 98 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(98/30) | 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 |
|---|---|---|---|---|---|
| MIDDLE SCHOOL MATHEMATICS CURRICULA | - | Spring 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) | |
| Aim | The aim of this course is to examine the curriculum in detail for students. The titles are as follows: Basic concepts related to curriculums; development of secondary school mathematics curriculums from the past to the present; approach, content, skills aimed at improving the current secondary school mathematics curriculum; learning and sub-learning areas; distribution and limits of gains by class, relationship with other courses; the relationship of the secondary school mathematics course curriculum with the elementary and high school mathematics course curriculums; methods, techniques, tools and materials used; measurement evaluation approach; teacher qualifications. |
| Course Content | This course contains; Basic concepts about curriculum,The development of middle school mathematics teaching programs from past to the present,The approach, content and the skills (which are expected to be improved) of current middle school mathematics curriculum,Larning and sub-learning areas in the curriculum,Distribution and limits of objectives according to the grade levels,The relationship between the objectives of the curriculum with the other courses,The relationship among middle school mathematics teaching program, elementary school pathematics curriculum and high school mathematics curriculums,Methods, techniques, tools and materials used in middle school mathematics curriculum,Methods, techniques, tools and materials used in middle school mathematics curriculum,Measurement and evaluation approach in middle school mathematics curriculum,Teacher quaifications,Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels,Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels,Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the development of middle school mathematics curriculum from past to present. | 10, 9 | A, F |
| Defines the approach, content and aimed skills of the current middle school mathematics curriculum. | 10, 16 | A, E |
| Lists the learning and sub-learning areas in the middle school mathematics curriculum. | 10, 16, 5 | E, F |
| Discusses the distribution of the learning objectives of the middle school mathematics curriculum among class levels. | 10, 16, 5 | E, F |
| Recognizes the methods, techniques, tools and materials used in the middle school mathematics curriculum. | 10, 16, 5 | A, F |
| Gains a critical perspective regarding the curriculum implemented in Turkey. | 10, 16, 9 | H |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic concepts about curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.1-10 |
| 2 | The development of middle school mathematics teaching programs from past to the present | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.29-75 |
| 3 | The approach, content and the skills (which are expected to be improved) of current middle school mathematics curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.14-25 |
| 4 | Larning and sub-learning areas in the curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.15-22 |
| 5 | Distribution and limits of objectives according to the grade levels | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.77-85 |
| 6 | The relationship between the objectives of the curriculum with the other courses | Examination of examples related to science lesson in middle school mathematics textbooks. |
| 7 | The relationship among middle school mathematics teaching program, elementary school pathematics curriculum and high school mathematics curriculums | Investigation of primary, secondary and high school mathematics curricula |
| 8 | Methods, techniques, tools and materials used in middle school mathematics curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.151-181 |
| 9 | Methods, techniques, tools and materials used in middle school mathematics curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.151-181 |
| 10 | Measurement and evaluation approach in middle school mathematics curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , p.22 |
| 11 | Teacher quaifications | Look for information regarding teacher qualifications |
| 12 | Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels | Group work-Examining the textbooks at different grade levels and presenting the curriculum reflections as a group |
| 13 | Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels | Group work-Examining the textbooks at different grade levels and presenting the curriculum reflections as a group |
| 14 | Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels | Group work-Examining the books at different grade levels and presenting the curriculum reflections as a group |
| Resources |
| Ortaokul Matematik Öğretim Programları Tarihsel bir inceleme (2020). Editörler: Mehmet Fatih Özmantar, Hatice Akkoç, Bilge Kuşdemir Kayıran, Melike Özyurt. Pegem Akademi Yayını. |
| MEB Matematik Dersi Öğretim Programı http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=329 ) adresinden indirilebilir. Okullarda kullanılan matematik ders kitapları. |
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 | |