Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ASSOCIATING in MATHEMATICS TEACHING | - | Spring Semester | 3+0 | 3 | 4 |
| 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. Figen BOZKUŞ |
| Name of Lecturer(s) | Assoc.Prof. Elif BAHADIR |
| Assistant(s) | |
| Aim | Establishing relationships between concepts and processes; expressing mathematical concepts and rules in different ways of representation; associating different mathematical concepts with each other; associating mathematics with other courses; Associating mathematics with everyday life. |
| Course Content | This course contains; Introduction of the course, examine of syllabus, concept of 'association' in Mathematics Education,Relational and transactional understanding in mathematics education,Relationship between concepts and other concepts in Mathematics Education,Establish a relationship between the concept and its sub concepts and sub concepts themselves,Establish a relationship between the concept and its sub concepts and sub concepts themselves,Associating between different representations of the concept,Associating between different representations of the concept,Midterm Exam,Discussing the concept in a context,Giving a verbal example of real life,Addressing the concept in a different disciplinary context,Prepare lesson plans for all attribution processes,Prepare lesson plans for all attribution processes,General exam. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Associates mathematical concepts with each other and with sub-concepts | ||
| Associates between different representations of concepts | ||
| Examines the use of mathematical concepts in the context of real life | ||
| Examines the connection of mathematical concepts with different disciplines | ||
| Prepares a micro-teaching course associated with attribution processes in secondary school mathematics teaching | ||
| - | 10, 16, 5, 9 | A, F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction of the course, examine of syllabus, concept of 'association' in Mathematics Education | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 1-2 |
| 2 | Relational and transactional understanding in mathematics education | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 2 |
| 3 | Relationship between concepts and other concepts in Mathematics Education | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 3 |
| 4 | Establish a relationship between the concept and its sub concepts and sub concepts themselves | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 3 |
| 5 | Establish a relationship between the concept and its sub concepts and sub concepts themselves | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 3 |
| 6 | Associating between different representations of the concept | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 3 |
| 7 | Associating between different representations of the concept | BINGÖLBALI, Erhan; COŞKUN, Medine. İlişkilendirme Becerisinin Matematik Öğretiminde Kullanımının Geliştirilmesi İçin Kavramsal Çerçeve Önerisi Chapter 1 |
| 8 | Midterm Exam | Exam preparation |
| 9 | Discussing the concept in a context | BINGÖLBALI, Erhan; COŞKUN, Medine. İlişkilendirme Becerisinin Matematik Öğretiminde Kullanımının Geliştirilmesi İçin Kavramsal Çerçeve Önerisi Chapter 3 |
| 10 | Giving a verbal example of real life | BINGÖLBALI, Erhan; COŞKUN, Medine. İlişkilendirme Becerisinin Matematik Öğretiminde Kullanımının Geliştirilmesi İçin Kavramsal Çerçeve Önerisi Chapter 4 |
| 11 | Addressing the concept in a different disciplinary context | BINGÖLBALI, Erhan; COŞKUN, Medine. İlişkilendirme Becerisinin Matematik Öğretiminde Kullanımının Geliştirilmesi İçin Kavramsal Çerçeve Önerisi Chapter 5 |
| 12 | Prepare lesson plans for all attribution processes | In-class activities |
| 13 | Prepare lesson plans for all attribution processes | In-class activities |
| 14 | General exam | Exam Preparation |
| Resources |
| • BINGÖLBALI, Erhan; COŞKUN, Medine. İlişkilendirme Becerisinin Matematik Öğretiminde Kullanımının Geliştirilmesi İçin Kavramsal Çerçeve Önerisi. EĞİTİM VE BİLİM, [S.l.], v. 41, n. 183, feb. 2016. ISSN 1300-1337. Erişim Adresi: . Erişim Tarihi: 12 Nov. 2018 doi:http://dx.doi.org/10.15390/EB.2016.4764. •Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012). İlkokul ve ortaokul matematiği: Gelişimsel yaklaşımla öğretim (Çev. S. Durmuş). Ankara: Nobel Yayıncılık. |
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 | 13 | 3 | 39 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 15 | 15 | |||
| Term Project | 13 | 3 | 39 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 12 | 12 | |||
| General Exam | 1 | 15 | 15 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 120 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(120/30) | 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 |
|---|---|---|---|---|---|
| ASSOCIATING in MATHEMATICS TEACHING | - | Spring Semester | 3+0 | 3 | 4 |
| 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. Figen BOZKUŞ |
| Name of Lecturer(s) | Assoc.Prof. Elif BAHADIR |
| Assistant(s) | |
| Aim | Establishing relationships between concepts and processes; expressing mathematical concepts and rules in different ways of representation; associating different mathematical concepts with each other; associating mathematics with other courses; Associating mathematics with everyday life. |
| Course Content | This course contains; Introduction of the course, examine of syllabus, concept of 'association' in Mathematics Education,Relational and transactional understanding in mathematics education,Relationship between concepts and other concepts in Mathematics Education,Establish a relationship between the concept and its sub concepts and sub concepts themselves,Establish a relationship between the concept and its sub concepts and sub concepts themselves,Associating between different representations of the concept,Associating between different representations of the concept,Midterm Exam,Discussing the concept in a context,Giving a verbal example of real life,Addressing the concept in a different disciplinary context,Prepare lesson plans for all attribution processes,Prepare lesson plans for all attribution processes,General exam. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Associates mathematical concepts with each other and with sub-concepts | ||
| Associates between different representations of concepts | ||
| Examines the use of mathematical concepts in the context of real life | ||
| Examines the connection of mathematical concepts with different disciplines | ||
| Prepares a micro-teaching course associated with attribution processes in secondary school mathematics teaching | ||
| - | 10, 16, 5, 9 | A, F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction of the course, examine of syllabus, concept of 'association' in Mathematics Education | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 1-2 |
| 2 | Relational and transactional understanding in mathematics education | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 2 |
| 3 | Relationship between concepts and other concepts in Mathematics Education | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 3 |
| 4 | Establish a relationship between the concept and its sub concepts and sub concepts themselves | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 3 |
| 5 | Establish a relationship between the concept and its sub concepts and sub concepts themselves | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 3 |
| 6 | Associating between different representations of the concept | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 3 |
| 7 | Associating between different representations of the concept | BINGÖLBALI, Erhan; COŞKUN, Medine. İlişkilendirme Becerisinin Matematik Öğretiminde Kullanımının Geliştirilmesi İçin Kavramsal Çerçeve Önerisi Chapter 1 |
| 8 | Midterm Exam | Exam preparation |
| 9 | Discussing the concept in a context | BINGÖLBALI, Erhan; COŞKUN, Medine. İlişkilendirme Becerisinin Matematik Öğretiminde Kullanımının Geliştirilmesi İçin Kavramsal Çerçeve Önerisi Chapter 3 |
| 10 | Giving a verbal example of real life | BINGÖLBALI, Erhan; COŞKUN, Medine. İlişkilendirme Becerisinin Matematik Öğretiminde Kullanımının Geliştirilmesi İçin Kavramsal Çerçeve Önerisi Chapter 4 |
| 11 | Addressing the concept in a different disciplinary context | BINGÖLBALI, Erhan; COŞKUN, Medine. İlişkilendirme Becerisinin Matematik Öğretiminde Kullanımının Geliştirilmesi İçin Kavramsal Çerçeve Önerisi Chapter 5 |
| 12 | Prepare lesson plans for all attribution processes | In-class activities |
| 13 | Prepare lesson plans for all attribution processes | In-class activities |
| 14 | General exam | Exam Preparation |
| Resources |
| • BINGÖLBALI, Erhan; COŞKUN, Medine. İlişkilendirme Becerisinin Matematik Öğretiminde Kullanımının Geliştirilmesi İçin Kavramsal Çerçeve Önerisi. EĞİTİM VE BİLİM, [S.l.], v. 41, n. 183, feb. 2016. ISSN 1300-1337. Erişim Adresi: . Erişim Tarihi: 12 Nov. 2018 doi:http://dx.doi.org/10.15390/EB.2016.4764. •Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012). İlkokul ve ortaokul matematiği: Gelişimsel yaklaşımla öğretim (Çev. S. Durmuş). Ankara: Nobel Yayıncılık. |
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 | |