Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MATHEMATICS EDUCATION with GAME | İM4112042 | Fall 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. Figen BOZKUŞ |
| Name of Lecturer(s) | Assist.Prof. Figen BOZKUŞ |
| Assistant(s) | |
| Aim | |
| Course Content | This course contains; The place of the game in the mathematics lesson,Games and types of games, mathematical games,The importance of games in mathematics teaching ,Theoretical approaches to the game ,Logic games ,Brain games ,Puzzles ,Math and Game İnteraction,Math and game interaction ,Examination of some games developed by mathematicians ,Project presentation and evaluation,Project presentation and evaluation,Project presentation and evaluation,Project presentation and evaluation. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Learns the games types of games and types of games. | 5 | C, E |
| Understands the importance of games in mathematics teaching. | 5, 6 | C, E |
| Learns mind games/puzzles. | 5, 6 | E |
| Examines some games developed by mathematicians. | 5, 6 | E |
| Learns technology-powered math games | 5, 6 | E |
| Teaching Methods: | 5: Cooperative Learning, 6: Experiential Learning |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The place of the game in the mathematics lesson | Related resources |
| 2 | Games and types of games, mathematical games | Related resources |
| 3 | The importance of games in mathematics teaching | Related resources |
| 4 | Theoretical approaches to the game | Related resources |
| 5 | Logic games | Related resources |
| 6 | Brain games | Related resources |
| 7 | Puzzles | Related resources |
| 8 | Math and Game İnteraction | Related resources |
| 9 | Math and game interaction | Related resources |
| 10 | Examination of some games developed by mathematicians | Related resources |
| 11 | Project presentation and evaluation | |
| 12 | Project presentation and evaluation | |
| 13 | Project presentation and evaluation | |
| 14 | Project presentation and evaluation |
| Resources |
| Math Games (Ahmet Arduc, Altın Nokta Publications) Math Games - Length, Area and Volume Calculations, Weight and Time Measurements (Andrew King, İletişim Publishing) Quick Math Games (Edward H. Julius , Grifin Book) Mind Games - Mental Math Tactics (George Lane, Doruk Publications) |
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. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 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. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | ||||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 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. | ||||||
| 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. | ||||||
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 | 1 | 14 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 4 | 2 | 8 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 15 | 15 | |||
| 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 |
|---|---|---|---|---|---|
| MATHEMATICS EDUCATION with GAME | İM4112042 | Fall 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. Figen BOZKUŞ |
| Name of Lecturer(s) | Assist.Prof. Figen BOZKUŞ |
| Assistant(s) | |
| Aim | |
| Course Content | This course contains; The place of the game in the mathematics lesson,Games and types of games, mathematical games,The importance of games in mathematics teaching ,Theoretical approaches to the game ,Logic games ,Brain games ,Puzzles ,Math and Game İnteraction,Math and game interaction ,Examination of some games developed by mathematicians ,Project presentation and evaluation,Project presentation and evaluation,Project presentation and evaluation,Project presentation and evaluation. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Learns the games types of games and types of games. | 5 | C, E |
| Understands the importance of games in mathematics teaching. | 5, 6 | C, E |
| Learns mind games/puzzles. | 5, 6 | E |
| Examines some games developed by mathematicians. | 5, 6 | E |
| Learns technology-powered math games | 5, 6 | E |
| Teaching Methods: | 5: Cooperative Learning, 6: Experiential Learning |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The place of the game in the mathematics lesson | Related resources |
| 2 | Games and types of games, mathematical games | Related resources |
| 3 | The importance of games in mathematics teaching | Related resources |
| 4 | Theoretical approaches to the game | Related resources |
| 5 | Logic games | Related resources |
| 6 | Brain games | Related resources |
| 7 | Puzzles | Related resources |
| 8 | Math and Game İnteraction | Related resources |
| 9 | Math and game interaction | Related resources |
| 10 | Examination of some games developed by mathematicians | Related resources |
| 11 | Project presentation and evaluation | |
| 12 | Project presentation and evaluation | |
| 13 | Project presentation and evaluation | |
| 14 | Project presentation and evaluation |
| Resources |
| Math Games (Ahmet Arduc, Altın Nokta Publications) Math Games - Length, Area and Volume Calculations, Weight and Time Measurements (Andrew King, İletişim Publishing) Quick Math Games (Edward H. Julius , Grifin Book) Mind Games - Mental Math Tactics (George Lane, Doruk Publications) |
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. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 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. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | ||||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 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. | ||||||
| 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. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |