Course Detail
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) | Assist.Prof. Melisa KARAKAYA ÖZTÜRK |
| 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 . |
| Course Learning Outcomes | 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 compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | X | |||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | X | |||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | X | |||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | X | |||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | X | |||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | X | |||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | X | |||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | X | |||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | X | |||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | X | |||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | X | |||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | X | |||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | X | |||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | X | |||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | X | |||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | 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) | Assist.Prof. Melisa KARAKAYA ÖZTÜRK |
| 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 . |
| Course Learning Outcomes | 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 compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | X | |||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | X | |||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | X | |||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | X | |||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | X | |||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | X | |||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | X | |||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | X | |||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | X | |||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | X | |||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | X | |||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | X | |||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | X | |||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | X | |||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | X | |||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |