With this course, it is aimed to explain the topics included in the learning area of Numbers and Operations; to explain the concepts related to the content of the subjects they will teach in the future; to explain the methods and techniques suitable for middle school mathematics.
Course Content
This course contains; Examination of Curriculum in relation to numbers and operations,The development of the Number Sense,Improving the meaning of the operations,Division and Divisibility,Multipliers and multiples Examining EBOB EKOK concepts,Basic concepts and teaching of integers,Operations in integers,Basic concepts of fractions,Fraction Operations and teaching fractions,Decimals and teaching decimals,Basic concepts of operations in decimal numbers,Percentage concept and teaching percent,Rational and İrrational Numbers,Teaching exponents and radicals.
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
Explains the basic number systems and the relationships between them.
10, 16, 9
A, E, F
Makes applications about divisibility rules, LCM and GCD concepts.
10, 16, 9
A, E, F
Makes applications related to the concepts of ratio and proportion.
A: Traditional Written Exam, E: Homework, F: Project Task
Course Outline
Order
Subjects
Preliminary Work
1
Examination of Curriculum in relation to numbers and operations
[1], [2], [3]
2
The development of the Number Sense
[1], [2], [3]
3
Improving the meaning of the operations
[1], [2], [3]
4
Division and Divisibility
[1], [2], [3]
5
Multipliers and multiples Examining EBOB EKOK concepts
[1], [2], [3]
6
Basic concepts and teaching of integers
[1], [2], [3]
7
Operations in integers
[1], [2], [3]
8
Basic concepts of fractions
[1], [2], [3]
9
Fraction Operations and teaching fractions
[1], [2], [3]
10
Decimals and teaching decimals
[1], [2], [3]
11
Basic concepts of operations in decimal numbers
[1], [2], [3]
12
Percentage concept and teaching percent
[1], [2], [3]
13
Rational and İrrational Numbers
[1], [2], [3]
14
Teaching exponents and radicals
[1], [2], [3]
Resources
[1] Van de Walle, J. A. , Karp, K. S., Bay-Williams, J. M. İlkokul ve Ortaokul Matematiği Gelişimsel Yaklaşımla Öğretim. Çeviri editörü: Prof. Dr. Soner Durmuş. Nobel Yayınları. (Last Edition)
[2] Ertekin, E., & Ünlü, M. Kuramdan uygulamaya etkinlik örnekleriyle sayıların öğretimi. Pegem Akademi. (Last Edition)
[3] Horzum, T. (2016). İrrasyonel sayıların öğretimi için görsel model önerisi: e ve π sayıları. Bilecik Şeyh Edebali Üniversitesi Sosyal Bilimler Dergisi, 1(1), 42-57.
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
1
3
3
Guided Problem Solving
0
0
0
Resolution of Homework Problems and Submission as a Report
1
4
4
Term Project
0
0
0
Presentation of Project / Seminar
0
0
0
Quiz
0
0
0
Midterm Exam
0
0
0
General Exam
0
0
0
Performance Task, Maintenance Plan
0
0
0
Total Workload(Hour)
7
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(7/30)
0
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
TEACHING NUMBERS
-
Fall Semester
3+0
3
5
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. Damla SÖNMEZ
Name of Lecturer(s)
Assist.Prof. Figen BOZKUŞ
Assistant(s)
Aim
With this course, it is aimed to explain the topics included in the learning area of Numbers and Operations; to explain the concepts related to the content of the subjects they will teach in the future; to explain the methods and techniques suitable for middle school mathematics.
Course Content
This course contains; Examination of Curriculum in relation to numbers and operations,The development of the Number Sense,Improving the meaning of the operations,Division and Divisibility,Multipliers and multiples Examining EBOB EKOK concepts,Basic concepts and teaching of integers,Operations in integers,Basic concepts of fractions,Fraction Operations and teaching fractions,Decimals and teaching decimals,Basic concepts of operations in decimal numbers,Percentage concept and teaching percent,Rational and İrrational Numbers,Teaching exponents and radicals.
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
Explains the basic number systems and the relationships between them.
10, 16, 9
A, E, F
Makes applications about divisibility rules, LCM and GCD concepts.
10, 16, 9
A, E, F
Makes applications related to the concepts of ratio and proportion.
A: Traditional Written Exam, E: Homework, F: Project Task
Course Outline
Order
Subjects
Preliminary Work
1
Examination of Curriculum in relation to numbers and operations
[1], [2], [3]
2
The development of the Number Sense
[1], [2], [3]
3
Improving the meaning of the operations
[1], [2], [3]
4
Division and Divisibility
[1], [2], [3]
5
Multipliers and multiples Examining EBOB EKOK concepts
[1], [2], [3]
6
Basic concepts and teaching of integers
[1], [2], [3]
7
Operations in integers
[1], [2], [3]
8
Basic concepts of fractions
[1], [2], [3]
9
Fraction Operations and teaching fractions
[1], [2], [3]
10
Decimals and teaching decimals
[1], [2], [3]
11
Basic concepts of operations in decimal numbers
[1], [2], [3]
12
Percentage concept and teaching percent
[1], [2], [3]
13
Rational and İrrational Numbers
[1], [2], [3]
14
Teaching exponents and radicals
[1], [2], [3]
Resources
[1] Van de Walle, J. A. , Karp, K. S., Bay-Williams, J. M. İlkokul ve Ortaokul Matematiği Gelişimsel Yaklaşımla Öğretim. Çeviri editörü: Prof. Dr. Soner Durmuş. Nobel Yayınları. (Last Edition)
[2] Ertekin, E., & Ünlü, M. Kuramdan uygulamaya etkinlik örnekleriyle sayıların öğretimi. Pegem Akademi. (Last Edition)
[3] Horzum, T. (2016). İrrasyonel sayıların öğretimi için görsel model önerisi: e ve π sayıları. Bilecik Şeyh Edebali Üniversitesi Sosyal Bilimler Dergisi, 1(1), 42-57.
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.
