Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| GEOMETRY and MEASUREMENT TEACHING | - | Fall 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. Damla SÖNMEZ |
| Name of Lecturer(s) | Lect.Dr. Özlem ERKEK |
| Assistant(s) | Res.Assist. Eda Nur Güner |
| Aim | In this course, students are intended to explain fundamental concepts related to geometry and measurement; describe how to organize the course content for geometry and measurement topics; explain how to prepare appropriate teaching materials and strategies; and explain the misconceptions experienced by middle school students. |
| Course Content | This course contains; Historical Development of Geometry and Different Geometries,Geometry Teaching,Development and Importance of Geometric Thinking,Concepts of Basic Geometric, Concept of Angle and Teaching,Triangles and Teaching,Teaching Congruence-Similarity in Geometry,Concept of Quadrilateral and Teaching,Polygons and Teaching,Concept of Circle and Teaching,Measurement Teaching (Length and Time),Measurement Teaching (Area and Volume),Teaching Geometric Objects (Prism and Cylinder),Teaching Geometric Objects (Cone and Pyramid),Transformation Geometry and Teaching, Concept of Projection and Teaching. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the Van Hiele levels of geometry thinking. | 10, 16, 19, 9 | A, E, F |
| Explains the differences between geometric objects. | 10, 16, 19, 9 | A, E, F |
| Explains the nature of measurement and its importance in mathematics education. | 10, 16, 19, 9 | A, E, F |
| Explains transformation geometry movements. | 10, 16, 19, 9 | A, E, F |
| Explains the relationship between equality and similarity with examples. | 10, 16, 19, 9 | A, E, F |
| Explains the relationships between measuring length, area and volume. | 10, 16, 19, 9 | A, E, F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Historical Development of Geometry and Different Geometries | Reading from the specified primary sources |
| 2 | Geometry Teaching | Reading from the specified primary sources |
| 3 | Development and Importance of Geometric Thinking | Reading from the specified primary sources |
| 4 | Concepts of Basic Geometric, Concept of Angle and Teaching | Reading from the specified primary sources |
| 5 | Triangles and Teaching | Reading from the specified primary sources |
| 6 | Teaching Congruence-Similarity in Geometry | Reading from the specified primary sources |
| 7 | Concept of Quadrilateral and Teaching | Reading from the specified primary sources |
| 8 | Polygons and Teaching | Reading from the specified primary sources |
| 9 | Concept of Circle and Teaching | Reading from the specified primary sources |
| 10 | Measurement Teaching (Length and Time) | Reading from the specified primary sources |
| 11 | Measurement Teaching (Area and Volume) | Reading from the specified primary sources |
| 12 | Teaching Geometric Objects (Prism and Cylinder) | Reading from the specified primary sources |
| 13 | Teaching Geometric Objects (Cone and Pyramid) | Reading from the specified primary sources |
| 14 | Transformation Geometry and Teaching, Concept of Projection and Teaching | Reading from the specified primary sources |
| Resources |
| [1] Ertekin, E., & Ünlü, M. Geometri ve Ölçme Öğretimi: Tanımlar, Kavramlar ve Etkinlikler. Pegem Akademik Yayıncılık. (Last Edition) [2] 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) [3] MEB. Matematik öğretim programı. (Current program) [4] Şimşek, E., & Yücekaya, G. (2014). Dinamik geometri yazılımı ile öğretimin ilköğretim 6. sınıf öğrencilerinin uzamsal yeteneklerine etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 15(1), 65-80. [5] Öztürk, T., & Demirel, D. (2023). Öğretmen adaylarının alan bilgisinin öğrenci hataları bağlamında değerlendirilmesi: Geometri ve ölçme. Cumhuriyet Uluslararası Eğitim Dergisi, 12(2), 462-476. |
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 | 3 | 42 | |||
| Guided Problem Solving | 3 | 9 | 27 | |||
| Resolution of Homework Problems and Submission as a Report | 5 | 3 | 15 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 5 | 2 | 10 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 12 | 12 | |||
| General Exam | 1 | 15 | 15 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 121 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(121/30) | 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 |
|---|---|---|---|---|---|
| GEOMETRY and MEASUREMENT TEACHING | - | Fall 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. Damla SÖNMEZ |
| Name of Lecturer(s) | Lect.Dr. Özlem ERKEK |
| Assistant(s) | Res.Assist. Eda Nur Güner |
| Aim | In this course, students are intended to explain fundamental concepts related to geometry and measurement; describe how to organize the course content for geometry and measurement topics; explain how to prepare appropriate teaching materials and strategies; and explain the misconceptions experienced by middle school students. |
| Course Content | This course contains; Historical Development of Geometry and Different Geometries,Geometry Teaching,Development and Importance of Geometric Thinking,Concepts of Basic Geometric, Concept of Angle and Teaching,Triangles and Teaching,Teaching Congruence-Similarity in Geometry,Concept of Quadrilateral and Teaching,Polygons and Teaching,Concept of Circle and Teaching,Measurement Teaching (Length and Time),Measurement Teaching (Area and Volume),Teaching Geometric Objects (Prism and Cylinder),Teaching Geometric Objects (Cone and Pyramid),Transformation Geometry and Teaching, Concept of Projection and Teaching. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the Van Hiele levels of geometry thinking. | 10, 16, 19, 9 | A, E, F |
| Explains the differences between geometric objects. | 10, 16, 19, 9 | A, E, F |
| Explains the nature of measurement and its importance in mathematics education. | 10, 16, 19, 9 | A, E, F |
| Explains transformation geometry movements. | 10, 16, 19, 9 | A, E, F |
| Explains the relationship between equality and similarity with examples. | 10, 16, 19, 9 | A, E, F |
| Explains the relationships between measuring length, area and volume. | 10, 16, 19, 9 | A, E, F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Historical Development of Geometry and Different Geometries | Reading from the specified primary sources |
| 2 | Geometry Teaching | Reading from the specified primary sources |
| 3 | Development and Importance of Geometric Thinking | Reading from the specified primary sources |
| 4 | Concepts of Basic Geometric, Concept of Angle and Teaching | Reading from the specified primary sources |
| 5 | Triangles and Teaching | Reading from the specified primary sources |
| 6 | Teaching Congruence-Similarity in Geometry | Reading from the specified primary sources |
| 7 | Concept of Quadrilateral and Teaching | Reading from the specified primary sources |
| 8 | Polygons and Teaching | Reading from the specified primary sources |
| 9 | Concept of Circle and Teaching | Reading from the specified primary sources |
| 10 | Measurement Teaching (Length and Time) | Reading from the specified primary sources |
| 11 | Measurement Teaching (Area and Volume) | Reading from the specified primary sources |
| 12 | Teaching Geometric Objects (Prism and Cylinder) | Reading from the specified primary sources |
| 13 | Teaching Geometric Objects (Cone and Pyramid) | Reading from the specified primary sources |
| 14 | Transformation Geometry and Teaching, Concept of Projection and Teaching | Reading from the specified primary sources |
| Resources |
| [1] Ertekin, E., & Ünlü, M. Geometri ve Ölçme Öğretimi: Tanımlar, Kavramlar ve Etkinlikler. Pegem Akademik Yayıncılık. (Last Edition) [2] 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) [3] MEB. Matematik öğretim programı. (Current program) [4] Şimşek, E., & Yücekaya, G. (2014). Dinamik geometri yazılımı ile öğretimin ilköğretim 6. sınıf öğrencilerinin uzamsal yeteneklerine etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 15(1), 65-80. [5] Öztürk, T., & Demirel, D. (2023). Öğretmen adaylarının alan bilgisinin öğrenci hataları bağlamında değerlendirilmesi: Geometri ve ölçme. Cumhuriyet Uluslararası Eğitim Dergisi, 12(2), 462-476. |
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 | |