Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MODELLING in MATHEMATICS | - | 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 | Required |
| Course Coordinator | Assist.Prof. Melisa KARAKAYA ÖZTÜRK |
| Name of Lecturer(s) | Prof.Dr. Ahmet Şükrü ÖZDEMİR |
| Assistant(s) | |
| Aim | The aim of this course is to provide teacher candidates with basic knowledge and skills about mathematical modeling and their applications in mathematics education. |
| Course Content | This course contains; Introduction, Information about the purpose, scope and process of the course Mathematical Modeling in Curriculums,Discussion of basic concepts related to mathematical modeling,Model - Mathematical Model – Mathematical Modeling Sample modeling activity-1 (Thought Report-1),Mathematical Modeling – Application Problems Sample modeling activity-2 (Thought Report-1),Theoretical Discussion Mathematical Modeling – Application Problems Nature of Modeling Activities,Mathematical Modeling Problem Types and Properties,Mathematical modeling process, cycle, importance and different representations Sample modeling activity-3 (Thinking Report-3),Mathematical modeling process, cycle, importance and different representations,Mathematical modeling process, cycle, importance and different representations,The role of the teacher in the process of classroom implementation of Mathematical Modeling activities and the equipment they must have Sample modeling activity-4 (Thinking Report-4),Mathematical Modeling Skills,Mathematical modeling and Measurement-evaluation,End-of-term project presentations,End-of-term project presentations . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Uses his mathematical knowledge and skills to solve real-life problems (or realistic problems) | 10, 16, 20, 5, 9 | A, H |
| Explain basic concepts related to mathematical modeling | 10, 16, 9 | A |
| Explains the basic qualities of modeling activities | 10, 16, 9 | A |
| Knows the place and importance of mathematical modeling in mathematics teaching. | 10, 16, 9 | A |
| Becomes aware of the changing roles of teachers in classroom applications of mathematical modeling. | 10, 16, 20, 5, 9 | A, H |
| Interpret students' mathematical thinking processes in the context of mathematical modeling | 10, 12, 16, 5, 9 | A, H |
| Design and apply modeling questions that can be used in mathematics teaching individually or as a group in a real classroom environment | 10, 16, 5, 9 | A, H |
| Use appropriate technologies when necessary in the mathematical modeling process | 10, 16, 5, 9 | H |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 20: Reverse Brainstorming Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction, Information about the purpose, scope and process of the course Mathematical Modeling in Curriculums | Related resources |
| 2 | Discussion of basic concepts related to mathematical modeling | Related resources |
| 3 | Model - Mathematical Model – Mathematical Modeling Sample modeling activity-1 (Thought Report-1) | Related resources |
| 4 | Mathematical Modeling – Application Problems Sample modeling activity-2 (Thought Report-1) | Related resources |
| 5 | Theoretical Discussion Mathematical Modeling – Application Problems Nature of Modeling Activities | Related resources |
| 6 | Mathematical Modeling Problem Types and Properties | Related resources |
| 7 | Mathematical modeling process, cycle, importance and different representations Sample modeling activity-3 (Thinking Report-3) | Related resources |
| 8 | Mathematical modeling process, cycle, importance and different representations | Related resources |
| 9 | Mathematical modeling process, cycle, importance and different representations | Related resources |
| 10 | The role of the teacher in the process of classroom implementation of Mathematical Modeling activities and the equipment they must have Sample modeling activity-4 (Thinking Report-4) | Related resources |
| 11 | Mathematical Modeling Skills | Related resources |
| 12 | Mathematical modeling and Measurement-evaluation | Related resources |
| 13 | End-of-term project presentations | Related resources |
| 14 | End-of-term project presentations | Related resources |
| Resources |
| Kitap [1] Erbaş A. K. , Çetinkaya B., Alacacı C., Çakıroğlu E., Aydoğan Yenmez A., Şen Zeytun A., Korkmaz H., Kertil M., Didiş M. G. , Baş S., ve Şahin, Z. (2016). Lise Matematik Konuları için Günlük Hayattan Modelleme Soruları. Türkiye Bilimler Akademisi, Ankara. [2] Bukova Güzel, E., Tekin-Dede, A., Hıdıroğlu, Ç. N., Kula-Ünver, S., & Özaltun-Çelik, A. (2016). Matematik Eğitiminde Matematiksel Modelleme (4.Baskı). Pegem Akademi, Ankara. Makale [3] Erbaş, A. K., Kertil, M., Çetinkaya, B., Çakıroğlu, E., Alacacı, C., & Baş, S. (2014). Matematik eğitiminde matematiksel modelleme: Temel kavramlar ve farklı yaklaşımlar. Kuram ve Uygulamada Eğitim Bilimleri, 14(4), 1-21. [4] Aztekin, S., & Şener, Z. T. (2015). Türkiye’de matematik eğitimi alanındaki matematiksel modelleme araştırmalarının içerik analizi: Bir meta-sentez çalışması. Eğitim ve Bilim, 40(178). |
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 | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 4 | 2 | 8 | |||
| Term Project | 14 | 1 | 14 | |||
| Presentation of Project / Seminar | 1 | 15 | 15 | |||
| 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 | 2 | 8 | 16 | |||
| Total Workload(Hour) | 53 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(53/30) | 2 | |||||
| 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 |
|---|---|---|---|---|---|
| MODELLING in MATHEMATICS | - | 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 | Required |
| Course Coordinator | Assist.Prof. Melisa KARAKAYA ÖZTÜRK |
| Name of Lecturer(s) | Prof.Dr. Ahmet Şükrü ÖZDEMİR |
| Assistant(s) | |
| Aim | The aim of this course is to provide teacher candidates with basic knowledge and skills about mathematical modeling and their applications in mathematics education. |
| Course Content | This course contains; Introduction, Information about the purpose, scope and process of the course Mathematical Modeling in Curriculums,Discussion of basic concepts related to mathematical modeling,Model - Mathematical Model – Mathematical Modeling Sample modeling activity-1 (Thought Report-1),Mathematical Modeling – Application Problems Sample modeling activity-2 (Thought Report-1),Theoretical Discussion Mathematical Modeling – Application Problems Nature of Modeling Activities,Mathematical Modeling Problem Types and Properties,Mathematical modeling process, cycle, importance and different representations Sample modeling activity-3 (Thinking Report-3),Mathematical modeling process, cycle, importance and different representations,Mathematical modeling process, cycle, importance and different representations,The role of the teacher in the process of classroom implementation of Mathematical Modeling activities and the equipment they must have Sample modeling activity-4 (Thinking Report-4),Mathematical Modeling Skills,Mathematical modeling and Measurement-evaluation,End-of-term project presentations,End-of-term project presentations . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Uses his mathematical knowledge and skills to solve real-life problems (or realistic problems) | 10, 16, 20, 5, 9 | A, H |
| Explain basic concepts related to mathematical modeling | 10, 16, 9 | A |
| Explains the basic qualities of modeling activities | 10, 16, 9 | A |
| Knows the place and importance of mathematical modeling in mathematics teaching. | 10, 16, 9 | A |
| Becomes aware of the changing roles of teachers in classroom applications of mathematical modeling. | 10, 16, 20, 5, 9 | A, H |
| Interpret students' mathematical thinking processes in the context of mathematical modeling | 10, 12, 16, 5, 9 | A, H |
| Design and apply modeling questions that can be used in mathematics teaching individually or as a group in a real classroom environment | 10, 16, 5, 9 | A, H |
| Use appropriate technologies when necessary in the mathematical modeling process | 10, 16, 5, 9 | H |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 20: Reverse Brainstorming Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction, Information about the purpose, scope and process of the course Mathematical Modeling in Curriculums | Related resources |
| 2 | Discussion of basic concepts related to mathematical modeling | Related resources |
| 3 | Model - Mathematical Model – Mathematical Modeling Sample modeling activity-1 (Thought Report-1) | Related resources |
| 4 | Mathematical Modeling – Application Problems Sample modeling activity-2 (Thought Report-1) | Related resources |
| 5 | Theoretical Discussion Mathematical Modeling – Application Problems Nature of Modeling Activities | Related resources |
| 6 | Mathematical Modeling Problem Types and Properties | Related resources |
| 7 | Mathematical modeling process, cycle, importance and different representations Sample modeling activity-3 (Thinking Report-3) | Related resources |
| 8 | Mathematical modeling process, cycle, importance and different representations | Related resources |
| 9 | Mathematical modeling process, cycle, importance and different representations | Related resources |
| 10 | The role of the teacher in the process of classroom implementation of Mathematical Modeling activities and the equipment they must have Sample modeling activity-4 (Thinking Report-4) | Related resources |
| 11 | Mathematical Modeling Skills | Related resources |
| 12 | Mathematical modeling and Measurement-evaluation | Related resources |
| 13 | End-of-term project presentations | Related resources |
| 14 | End-of-term project presentations | Related resources |
| Resources |
| Kitap [1] Erbaş A. K. , Çetinkaya B., Alacacı C., Çakıroğlu E., Aydoğan Yenmez A., Şen Zeytun A., Korkmaz H., Kertil M., Didiş M. G. , Baş S., ve Şahin, Z. (2016). Lise Matematik Konuları için Günlük Hayattan Modelleme Soruları. Türkiye Bilimler Akademisi, Ankara. [2] Bukova Güzel, E., Tekin-Dede, A., Hıdıroğlu, Ç. N., Kula-Ünver, S., & Özaltun-Çelik, A. (2016). Matematik Eğitiminde Matematiksel Modelleme (4.Baskı). Pegem Akademi, Ankara. Makale [3] Erbaş, A. K., Kertil, M., Çetinkaya, B., Çakıroğlu, E., Alacacı, C., & Baş, S. (2014). Matematik eğitiminde matematiksel modelleme: Temel kavramlar ve farklı yaklaşımlar. Kuram ve Uygulamada Eğitim Bilimleri, 14(4), 1-21. [4] Aztekin, S., & Şener, Z. T. (2015). Türkiye’de matematik eğitimi alanındaki matematiksel modelleme araştırmalarının içerik analizi: Bir meta-sentez çalışması. Eğitim ve Bilim, 40(178). |
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 | |