Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING PRIMARY 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 | Elective |
| Course Coordinator | Assist.Prof. Damla SÖNMEZ |
| Name of Lecturer(s) | Assist.Prof. Damla SÖNMEZ |
| Assistant(s) | Res. Assist. Eda Nur Güner |
| Aim | This course aims for students to explain the objectives of primary school mathematics instruction; describe its basic principles; explain the purpose, content, and philosophical approach of the primary school mathematics curriculum; describe teaching methods and assessment techniques; and explain fundamental concepts in primary school mathematics. |
| Course Content | This course contains; Aims and Basic Principles of Primary School Mathematics Teaching,Doing and Knowing Mathematics in Primary School Students,Effective Mathematics Teaching and Use of Different Representations/Models,Important Skills to Be Gained in Mathematics from an Early Age,Investigation of Primary School Mathematics Curriculum in Terms of Purpose, Content, Philosophical Approach, Teaching Methods, Assessment and Evaluation Techniques,Development of Number Concept and Number Sense,Place Value Concept,Arithmetic Operations: Addition and Subtraction,Arithmetic Operations: Multiplication and Division,The Concept of Fractions and Operations in Fractions,Geometric Concepts and Measurement Development in Primary School,Development of the Concept of Measurement in Primary School,Development of Data Analysis Concepts in Primary School,Measurement and Evaluation in Primary School Mathematics Lessons. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explain the aims and basic principles of primary school mathematics teaching. | 10, 16, 19, 9 | A, E |
| Analyzes the purpose, content, philosophical approach, teaching methods, measurement and evaluation techniques of the primary school mathematics curriculum. | 10, 16, 19, 9 | A, E |
| Analyzes mathematical understanding in primary school students. | 10, 16, 19, 9 | A, E |
| Analyze the important skills to be gained in mathematics from an early age. | 10, 16, 19, 9 | A, E |
| Analyzes effective mathematics teaching. | 10, 16, 19, 9 | A, E |
| Analyze the basic concepts in primary school mathematics. | 10, 16, 19, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Aims and Basic Principles of Primary School Mathematics Teaching | Reading from the specified primary sources |
| 2 | Doing and Knowing Mathematics in Primary School Students | Reading from the specified primary sources |
| 3 | Effective Mathematics Teaching and Use of Different Representations/Models | Reading from the specified primary sources |
| 4 | Important Skills to Be Gained in Mathematics from an Early Age | Reading from the specified primary sources |
| 5 | Investigation of Primary School Mathematics Curriculum in Terms of Purpose, Content, Philosophical Approach, Teaching Methods, Assessment and Evaluation Techniques | Reading from the specified primary sources |
| 6 | Development of Number Concept and Number Sense | Reading from the specified primary sources |
| 7 | Place Value Concept | Reading from the specified primary sources |
| 8 | Arithmetic Operations: Addition and Subtraction | Reading from the specified primary sources |
| 9 | Arithmetic Operations: Multiplication and Division | Reading from the specified primary sources |
| 10 | The Concept of Fractions and Operations in Fractions | Reading from the specified primary sources |
| 11 | Geometric Concepts and Measurement Development in Primary School | Reading from the specified primary sources |
| 12 | Development of the Concept of Measurement in Primary School | Reading from the specified primary sources |
| 13 | Development of Data Analysis Concepts in Primary School | Reading from the specified primary sources |
| 14 | Measurement and Evaluation in Primary School Mathematics Lessons | Reading from the specified primary sources |
| Resources |
| [1] Olkun, S., & Toluk-Uçar, Z. İlköğretimde Etkinlik Temelli Matematik Öğretimi. Maya Akademi (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] Kar, T., & Öçal, M. F. İlköğretimde Teknoloji Destekli Ölçme Öğretimi. Pegem Akademi. (Last Edition) [4] Kaçar, A. İlkokulda Matematik Öğretimi. Pegem Akademi. (Last Edition) [5] Haylock, D., & Cokcburn, A. Küçük Çocuklar için Matematiği Anlama. Nobel Akademi. (Last Edition) [6] Tarım. K., Bulut-Özsezer, M. S., & Canbazoğlu, H. B. (2017). Sınıf öğretmeni adaylarının matematik ve matematik öğretimine ilişkin algıları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 18(3), 1032-1052. [7] MEB. Matematik öğretim programı. (Current program) |
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 | 2 | 28 | |||
| Guided Problem Solving | 12 | 2 | 24 | |||
| Resolution of Homework Problems and Submission as a Report | 3 | 10 | 30 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 2 | 10 | 20 | |||
| Total Workload(Hour) | 122 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(122/30) | 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 |
|---|---|---|---|---|---|
| TEACHING PRIMARY 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 | Elective |
| Course Coordinator | Assist.Prof. Damla SÖNMEZ |
| Name of Lecturer(s) | Assist.Prof. Damla SÖNMEZ |
| Assistant(s) | Res. Assist. Eda Nur Güner |
| Aim | This course aims for students to explain the objectives of primary school mathematics instruction; describe its basic principles; explain the purpose, content, and philosophical approach of the primary school mathematics curriculum; describe teaching methods and assessment techniques; and explain fundamental concepts in primary school mathematics. |
| Course Content | This course contains; Aims and Basic Principles of Primary School Mathematics Teaching,Doing and Knowing Mathematics in Primary School Students,Effective Mathematics Teaching and Use of Different Representations/Models,Important Skills to Be Gained in Mathematics from an Early Age,Investigation of Primary School Mathematics Curriculum in Terms of Purpose, Content, Philosophical Approach, Teaching Methods, Assessment and Evaluation Techniques,Development of Number Concept and Number Sense,Place Value Concept,Arithmetic Operations: Addition and Subtraction,Arithmetic Operations: Multiplication and Division,The Concept of Fractions and Operations in Fractions,Geometric Concepts and Measurement Development in Primary School,Development of the Concept of Measurement in Primary School,Development of Data Analysis Concepts in Primary School,Measurement and Evaluation in Primary School Mathematics Lessons. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explain the aims and basic principles of primary school mathematics teaching. | 10, 16, 19, 9 | A, E |
| Analyzes the purpose, content, philosophical approach, teaching methods, measurement and evaluation techniques of the primary school mathematics curriculum. | 10, 16, 19, 9 | A, E |
| Analyzes mathematical understanding in primary school students. | 10, 16, 19, 9 | A, E |
| Analyze the important skills to be gained in mathematics from an early age. | 10, 16, 19, 9 | A, E |
| Analyzes effective mathematics teaching. | 10, 16, 19, 9 | A, E |
| Analyze the basic concepts in primary school mathematics. | 10, 16, 19, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Aims and Basic Principles of Primary School Mathematics Teaching | Reading from the specified primary sources |
| 2 | Doing and Knowing Mathematics in Primary School Students | Reading from the specified primary sources |
| 3 | Effective Mathematics Teaching and Use of Different Representations/Models | Reading from the specified primary sources |
| 4 | Important Skills to Be Gained in Mathematics from an Early Age | Reading from the specified primary sources |
| 5 | Investigation of Primary School Mathematics Curriculum in Terms of Purpose, Content, Philosophical Approach, Teaching Methods, Assessment and Evaluation Techniques | Reading from the specified primary sources |
| 6 | Development of Number Concept and Number Sense | Reading from the specified primary sources |
| 7 | Place Value Concept | Reading from the specified primary sources |
| 8 | Arithmetic Operations: Addition and Subtraction | Reading from the specified primary sources |
| 9 | Arithmetic Operations: Multiplication and Division | Reading from the specified primary sources |
| 10 | The Concept of Fractions and Operations in Fractions | Reading from the specified primary sources |
| 11 | Geometric Concepts and Measurement Development in Primary School | Reading from the specified primary sources |
| 12 | Development of the Concept of Measurement in Primary School | Reading from the specified primary sources |
| 13 | Development of Data Analysis Concepts in Primary School | Reading from the specified primary sources |
| 14 | Measurement and Evaluation in Primary School Mathematics Lessons | Reading from the specified primary sources |
| Resources |
| [1] Olkun, S., & Toluk-Uçar, Z. İlköğretimde Etkinlik Temelli Matematik Öğretimi. Maya Akademi (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] Kar, T., & Öçal, M. F. İlköğretimde Teknoloji Destekli Ölçme Öğretimi. Pegem Akademi. (Last Edition) [4] Kaçar, A. İlkokulda Matematik Öğretimi. Pegem Akademi. (Last Edition) [5] Haylock, D., & Cokcburn, A. Küçük Çocuklar için Matematiği Anlama. Nobel Akademi. (Last Edition) [6] Tarım. K., Bulut-Özsezer, M. S., & Canbazoğlu, H. B. (2017). Sınıf öğretmeni adaylarının matematik ve matematik öğretimine ilişkin algıları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 18(3), 1032-1052. [7] MEB. Matematik öğretim programı. (Current program) |
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 | |