Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MATHEMATICS EDUCATION for GIFTED STUDENTS | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Figen BOZKUŞ |
| Name of Lecturer(s) | Assist.Prof. Figen BOZKUŞ |
| Assistant(s) | |
| Aim | The aim of this course is to provide pre-service teachers to be aware of the qualities of gifted education and its development, and to learn the strategies and methods that they can use in mathematics lessons for gifted students. |
| Course Content | This course contains; Definition of giftedness,Characteristics of gifted students,Advantages and disadvantages of being labeled as gifted,Development of giftedness in mathematics,Mathematics program preferences for gifted students,Mathematical differentiation for gifted students,Mathematical enrichment for gifted students,Mathematical acceleration for gifted students,Supporting gifted students in math classrooms,Supporting gifted students in out-of-school settings,Individualized mathematics programs for gifted students,Mathematical content development applications for gifted students,Mathematical content development applications for gifted students,Mathematical content development applications for gifted students. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| List the characteristics of mathematically gifted students. | 10, 16, 9 | A |
| Explain the development of giftedness in mathematics. | 10, 16 | A, E |
| Designs differentiation, enrichment, acceleration and support applications in mathematics lessons for gifted students. | 10, 16, 5, 9 | E, H |
| Develops teaching strategies on how to support gifted students in the classroom. | 10, 16, 5, 9 | H |
| Develops mathematical content for gifted students. | 10, 16, 23, 5, 9 | H |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 23: Concept Map Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of giftedness | Sak, U. (ed.) (2020). pp.2-22 |
| 2 | Characteristics of gifted students | Gürlen, E. (2018). pp.1-12 |
| 3 | Advantages and disadvantages of being labeled as gifted | Sak, U. (ed.) (2020). pp.125-130 |
| 4 | Development of giftedness in mathematics | Sak, U. (ed.) (2020). pp.112-120 |
| 5 | Mathematics program preferences for gifted students | Gürlen, E. (2018). pp.38-76 |
| 6 | Mathematical differentiation for gifted students | Gürlen, E. (2018). pp.22-31 |
| 7 | Mathematical enrichment for gifted students | Sak, U. (ed.) (2020). pp.68-89 |
| 8 | Mathematical acceleration for gifted students | Sak, U. (ed.) (2020). pp.50-65 |
| 9 | Supporting gifted students in math classrooms | Gürlen, E. (2018). s.106-134 |
| 10 | Supporting gifted students in out-of-school settings | Sak, U. (ed.) (2020). s.152-175 |
| 11 | Individualized mathematics programs for gifted students | Literature reading on individualized mathematics programs |
| 12 | Mathematical content development applications for gifted students | Literature reading on selective problem solving technique |
| 13 | Mathematical content development applications for gifted students | Literature reading on problem solving |
| 14 | Mathematical content development applications for gifted students | Literature reading on mathematical modeling |
| Resources |
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 | 10 | 1 | 10 | |||
| Resolution of Homework Problems and Submission as a Report | 14 | 2 | 28 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 10 | 2 | 20 | |||
| Total Workload(Hour) | 106 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(106/30) | 4 | |||||
| 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 |
|---|---|---|---|---|---|
| MATHEMATICS EDUCATION for GIFTED STUDENTS | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Figen BOZKUŞ |
| Name of Lecturer(s) | Assist.Prof. Figen BOZKUŞ |
| Assistant(s) | |
| Aim | The aim of this course is to provide pre-service teachers to be aware of the qualities of gifted education and its development, and to learn the strategies and methods that they can use in mathematics lessons for gifted students. |
| Course Content | This course contains; Definition of giftedness,Characteristics of gifted students,Advantages and disadvantages of being labeled as gifted,Development of giftedness in mathematics,Mathematics program preferences for gifted students,Mathematical differentiation for gifted students,Mathematical enrichment for gifted students,Mathematical acceleration for gifted students,Supporting gifted students in math classrooms,Supporting gifted students in out-of-school settings,Individualized mathematics programs for gifted students,Mathematical content development applications for gifted students,Mathematical content development applications for gifted students,Mathematical content development applications for gifted students. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| List the characteristics of mathematically gifted students. | 10, 16, 9 | A |
| Explain the development of giftedness in mathematics. | 10, 16 | A, E |
| Designs differentiation, enrichment, acceleration and support applications in mathematics lessons for gifted students. | 10, 16, 5, 9 | E, H |
| Develops teaching strategies on how to support gifted students in the classroom. | 10, 16, 5, 9 | H |
| Develops mathematical content for gifted students. | 10, 16, 23, 5, 9 | H |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 23: Concept Map Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of giftedness | Sak, U. (ed.) (2020). pp.2-22 |
| 2 | Characteristics of gifted students | Gürlen, E. (2018). pp.1-12 |
| 3 | Advantages and disadvantages of being labeled as gifted | Sak, U. (ed.) (2020). pp.125-130 |
| 4 | Development of giftedness in mathematics | Sak, U. (ed.) (2020). pp.112-120 |
| 5 | Mathematics program preferences for gifted students | Gürlen, E. (2018). pp.38-76 |
| 6 | Mathematical differentiation for gifted students | Gürlen, E. (2018). pp.22-31 |
| 7 | Mathematical enrichment for gifted students | Sak, U. (ed.) (2020). pp.68-89 |
| 8 | Mathematical acceleration for gifted students | Sak, U. (ed.) (2020). pp.50-65 |
| 9 | Supporting gifted students in math classrooms | Gürlen, E. (2018). s.106-134 |
| 10 | Supporting gifted students in out-of-school settings | Sak, U. (ed.) (2020). s.152-175 |
| 11 | Individualized mathematics programs for gifted students | Literature reading on individualized mathematics programs |
| 12 | Mathematical content development applications for gifted students | Literature reading on selective problem solving technique |
| 13 | Mathematical content development applications for gifted students | Literature reading on problem solving |
| 14 | Mathematical content development applications for gifted students | Literature reading on mathematical modeling |
| Resources |
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 | |