Course Detail
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
ACTIVITY DEVELOPMENT in MATHEMATICS EDUCATION | İM3112366 | Fall Semester | 2+0 | 2 | 4 |
Course Program | Salı 15:30-16:15 Salı 16:30-17:15 |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Turkish |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Elective |
Course Coordinator | Assist.Prof. Esra YEMENLİ |
Name of Lecturer(s) | Prof.Dr. Çiğdem KILIÇ |
Assistant(s) | |
Aim | The 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 Content | This 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 Kazanımları | Teaching Methods | Assessment Methods |
2 | E, 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
Order | Subjects | Preliminary Work |
---|---|---|
1 | Purpose and importance of the use of efficacy in mathematics teaching. | İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z) |
2 | Features of activities used in mathematics teaching. | İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z) |
3 | Considerations in preparing and implementing events. | İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z) |
4 | Evaluating sample activities. | İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z) |
5 | Activity development stages | İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z) |
6 | Measurement and evaluation in activity-based classes. | İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z) |
7 | Cognitive prompting levels at activity | İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z) |
8 | Midterm | Exam preparation |
9 | Challenges of activity-based training | Kuramdan Uygulamaya Matematik Eğitimi (Adnan BAKİ) |
10 | Discovering mathematics with activity | Kuramdan Uygulamaya Matematik Eğitimi (Adnan BAKİ) |
11 | Student motivation in activity-based mathematics teaching | Kuramdan Uygulamaya Matematik Eğitimi (Adnan BAKİ) |
12 | Evaluation of activity-based student practices. | |
13 | Evaluation of activity-based student practices. | |
14 | Evaluation of activity-based student practices. | |
15 | General exam | Exam 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 | |||||||
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 | 2 | 26 | |||
Guided Problem Solving | 0 | 0 | 0 | |||
Resolution of Homework Problems and Submission as a Report | 1 | 30 | 30 | |||
Term Project | 13 | 2 | 26 | |||
Presentation of Project / Seminar | 0 | 0 | 0 | |||
Quiz | 0 | 0 | 0 | |||
Midterm Exam | 1 | 16 | 16 | |||
General Exam | 1 | 14 | 14 | |||
Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
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
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
ACTIVITY DEVELOPMENT in MATHEMATICS EDUCATION | İM3112366 | Fall Semester | 2+0 | 2 | 4 |
Course Program | Salı 15:30-16:15 Salı 16:30-17:15 |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Turkish |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Elective |
Course Coordinator | Assist.Prof. Esra YEMENLİ |
Name of Lecturer(s) | Prof.Dr. Çiğdem KILIÇ |
Assistant(s) | |
Aim | The 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 Content | This 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 Kazanımları | Teaching Methods | Assessment Methods |
2 | E, 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
Order | Subjects | Preliminary Work |
---|---|---|
1 | Purpose and importance of the use of efficacy in mathematics teaching. | İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z) |
2 | Features of activities used in mathematics teaching. | İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z) |
3 | Considerations in preparing and implementing events. | İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z) |
4 | Evaluating sample activities. | İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z) |
5 | Activity development stages | İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z) |
6 | Measurement and evaluation in activity-based classes. | İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z) |
7 | Cognitive prompting levels at activity | İlköğretimde Etkinlik Temelli Matematik Öğ (Olkun, S. ve Toluk UÇAR, Z) |
8 | Midterm | Exam preparation |
9 | Challenges of activity-based training | Kuramdan Uygulamaya Matematik Eğitimi (Adnan BAKİ) |
10 | Discovering mathematics with activity | Kuramdan Uygulamaya Matematik Eğitimi (Adnan BAKİ) |
11 | Student motivation in activity-based mathematics teaching | Kuramdan Uygulamaya Matematik Eğitimi (Adnan BAKİ) |
12 | Evaluation of activity-based student practices. | |
13 | Evaluation of activity-based student practices. | |
14 | Evaluation of activity-based student practices. | |
15 | General exam | Exam 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 | |||||||
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 |