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Course Detail

Course Description

CourseCodeSemesterT+P (Hour)CreditECTS
ACTIVITY DEVELOPMENT in MATHEMATICS EDUCATION-Fall Semester2+024
Course Program
Prerequisites Courses
Recommended Elective Courses
Language of CourseTurkish
Course LevelFirst Cycle (Bachelor's Degree)
Course TypeElective
Course CoordinatorAssist.Prof. Esra YEMENLİ
Name of Lecturer(s)Assist.Prof. Alaattin PUSMAZ
Assistant(s)
AimThe aim of the course is to improve the skills of mathematics teacher candidates to design the activities they will use in the mathematics teaching process.
Course ContentThis course contains; Purpose and importance of the use of efficacy in mathematics teaching.,Features of activities used in mathematics teaching.,Considerations in preparing and implementing events.,Evaluating sample activities.,Activity development stages,Measurement and evaluation in activity-based classes.,Cognitive prompting levels at activity,Midterm ,Challenges of activity-based training,Discovering mathematics with activity,Student motivation in activity-based mathematics teaching,Evaluation of activity-based student practices.,Evaluation of activity-based student practices.
,Evaluation of activity-based student practices.,General exam.
Dersin Öğrenme KazanımlarıTeaching MethodsAssessment Methods
2E, F
Knows the use and purpose of efficacy in mathematics teaching.
Knows the characteristics that mathematical learning activities should have.
Knows the characteristics that measurement and evaluation activities should have.
Develops and implements activities for the effectiveness of mathematics teaching.
Evaluates sample activities.
Teaching Methods:2: Project Based Learning Model
Assessment Methods:E: Homework, F: Project Task

Course Outline

OrderSubjectsPreliminary Work
1Purpose and importance of the use of efficacy in mathematics teaching.İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z)
2Features of activities used in mathematics teaching.İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z)
3Considerations in preparing and implementing events.İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z)
4Evaluating sample activities.İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z)
5Activity development stagesİlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z)
6Measurement and evaluation in activity-based classes.İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z)
7Cognitive prompting levels at activityİlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z)
8Midterm Exam preparation
9Challenges of activity-based trainingKuramdan Uygulamaya Matematik Eğitimi (Adnan BAKİ)
10Discovering mathematics with activityKuramdan Uygulamaya Matematik Eğitimi (Adnan BAKİ)
11Student motivation in activity-based mathematics teachingKuramdan Uygulamaya Matematik Eğitimi (Adnan BAKİ)
12Evaluation of activity-based student practices.
13Evaluation of activity-based student practices.
14Evaluation of activity-based student practices.
15General examExam preparation
Resources
• Olkun, S. ve Toluk UÇAR, Z. (2012). İlköğretimde Etkinlik Temelli Matematik Öğretimi (5. Baskı). Eğitien Kitap: Ankara. • Kuramdan Uygulamaya Matematik Eğitimi (Adnan BAKİ) • Altun, M. (2013). Matematik Öğretimi Eğitim Fakülteleri ve İlkokul Öğretmenleri İçin • İlkokul ve Ortaokul Matematiği (Çeviri Editörü: Prof. Dr. Soner Durmuş)

Course Contribution to Program Qualifications

Course Contribution to Program Qualifications
NoProgram QualificationContribution Level
12345
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 LevelAbsolute Evaluation
Rate of Midterm Exam to Success 40
Rate of Final Exam to Success 60
Total 100
ECTS / Workload Table
ActivitiesNumber ofDuration(Hour)Total Workload(Hour)
Course Hours13226
Guided Problem Solving000
Resolution of Homework Problems and Submission as a Report13030
Term Project13226
Presentation of Project / Seminar000
Quiz000
Midterm Exam11616
General Exam11414
Performance Task, Maintenance Plan000
Total Workload(Hour)112
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(112/30)4
ECTS of the course: 30 hours of work is counted as 1 ECTS credit.

Detail Informations of the Course

Course Description

CourseCodeSemesterT+P (Hour)CreditECTS
ACTIVITY DEVELOPMENT in MATHEMATICS EDUCATION-Fall Semester2+024
Course Program
Prerequisites Courses
Recommended Elective Courses
Language of CourseTurkish
Course LevelFirst Cycle (Bachelor's Degree)
Course TypeElective
Course CoordinatorAssist.Prof. Esra YEMENLİ
Name of Lecturer(s)Assist.Prof. Alaattin PUSMAZ
Assistant(s)
AimThe aim of the course is to improve the skills of mathematics teacher candidates to design the activities they will use in the mathematics teaching process.
Course ContentThis course contains; Purpose and importance of the use of efficacy in mathematics teaching.,Features of activities used in mathematics teaching.,Considerations in preparing and implementing events.,Evaluating sample activities.,Activity development stages,Measurement and evaluation in activity-based classes.,Cognitive prompting levels at activity,Midterm ,Challenges of activity-based training,Discovering mathematics with activity,Student motivation in activity-based mathematics teaching,Evaluation of activity-based student practices.,Evaluation of activity-based student practices.
,Evaluation of activity-based student practices.,General exam.
Dersin Öğrenme KazanımlarıTeaching MethodsAssessment Methods
2E, F
Knows the use and purpose of efficacy in mathematics teaching.
Knows the characteristics that mathematical learning activities should have.
Knows the characteristics that measurement and evaluation activities should have.
Develops and implements activities for the effectiveness of mathematics teaching.
Evaluates sample activities.
Teaching Methods:2: Project Based Learning Model
Assessment Methods:E: Homework, F: Project Task

Course Outline

OrderSubjectsPreliminary Work
1Purpose and importance of the use of efficacy in mathematics teaching.İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z)
2Features of activities used in mathematics teaching.İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z)
3Considerations in preparing and implementing events.İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z)
4Evaluating sample activities.İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z)
5Activity development stagesİlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z)
6Measurement and evaluation in activity-based classes.İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z)
7Cognitive prompting levels at activityİlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z)
8Midterm Exam preparation
9Challenges of activity-based trainingKuramdan Uygulamaya Matematik Eğitimi (Adnan BAKİ)
10Discovering mathematics with activityKuramdan Uygulamaya Matematik Eğitimi (Adnan BAKİ)
11Student motivation in activity-based mathematics teachingKuramdan Uygulamaya Matematik Eğitimi (Adnan BAKİ)
12Evaluation of activity-based student practices.
13Evaluation of activity-based student practices.
14Evaluation of activity-based student practices.
15General examExam preparation
Resources
• Olkun, S. ve Toluk UÇAR, Z. (2012). İlköğretimde Etkinlik Temelli Matematik Öğretimi (5. Baskı). Eğitien Kitap: Ankara. • Kuramdan Uygulamaya Matematik Eğitimi (Adnan BAKİ) • Altun, M. (2013). Matematik Öğretimi Eğitim Fakülteleri ve İlkokul Öğretmenleri İçin • İlkokul ve Ortaokul Matematiği (Çeviri Editörü: Prof. Dr. Soner Durmuş)

Course Contribution to Program Qualifications

Course Contribution to Program Qualifications
NoProgram QualificationContribution Level
12345
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 LevelAbsolute Evaluation
Rate of Midterm Exam to Success 40
Rate of Final Exam to Success 60
Total 100

Numerical Data

Student Success

Ekleme Tarihi: 04/10/2023 - 14:59Son Güncelleme Tarihi: 04/10/2023 - 14:59