Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PROBABILITY and STATISTICS | İM2215793 | Spring Semester | 3+0 | 3 | 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. Esra YEMENLİ |
| Name of Lecturer(s) | Assist.Prof. Esra YEMENLİ |
| Assistant(s) | |
| Aim | The basic principle of counting; permutation concept and applications; combination concept and applications; binomial theorem, concept of probability, basic concepts and probability axioms related to probability; conditional probability and Bayes theorem; geometric probability problems; random variable concept; probability function, probability density function; expected value and variance of random variables; moment generating functions and moments; some intermittent distributions, Bernoulli, binomial, geometric, hypergeometric, Poisson distributions; some continuous distributions, smooth distribution, exponential distribution, normal distribution and properties. It is aimed to define and compare to make various analyzes and calculations by the student basic statistical concepts such as Sampling, editing and analysis of data; sampling distribution and estimation; the concept of a range of trusts; range estimate for the difference of two audience averages, range estimate for the ratio of two audience variances, range estimate for binomial parameter p; hypothesis tests, correlation and regression. |
| Course Content | This course contains; ,,,,,,,,,,,,,. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students understand the basic principle of counting. | 12, 16, 9 | A |
| Students identify permutation and combination. | 12, 16, 9 | A |
| Students explain the basic concepts of probability. | 12, 16, 9 | A |
| Students explain conditional probability | 12, 16, 9 | A |
| Students solve geometric probability problems. | 12, 16, 9 | A |
| Students describe the probability function and the probability density function. | 12, 16, 9 | A |
| Students explain some abrupt distribution. | 12, 16, 9 | A |
| Students explain some continuous distribution. | 12, 16, 9 | A |
| Applies correlation and regression analyses. | 10, 12, 16, 9 | A |
| Calculates inferential statistics. | 12, 16, 9 | A |
| Applies central tendency measures and distribution measures. | 10, 12, 16, 9 | A, C |
| Interprets the visual statistics in scientific research. | 10, 16, 9 | A, C |
| Calculates exponency statistics. | 12, 16, 9 | A, C |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | [1] S : 4-7-16 | |
| 2 | [1] S : 16 | |
| 3 | [1] S : 51 | |
| 4 | [1] S : 59-66 | |
| 5 | [1] S : 110 | |
| 6 | [1] S : 169, 185 | |
| 7 | [1] S : 194 | |
| 8 | ||
| 9 | ||
| 10 | ||
| 11 | ||
| 12 | ||
| 13 | ||
| 14 |
| Resources |
| [1] Probability Problems, Omer Faruk Gözükızıl -Metin Yaman, Sakarya Publishing [2] Probability, Huseyin Demir, Nobel Akademik Publishing [3] Probability and Statistics, Mustafa Balci- Şükran Özdemir, Delta Kültür Publishing House [4] Probability and Statistics, Fikri Akdeniz, Akademisyen Bookstore [5] Probability and Statistics - With Problems and Solutions, Semra Oral Erbas, Gazi Bookstore |
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 | 1 | 2 | 2 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 2 | 2 | |||
| Term Project | 0 | 0 | 0 | |||
| 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 | 0 | 0 | 0 | |||
| Total Workload(Hour) | 4 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(4/30) | 0 | |||||
| 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 |
|---|---|---|---|---|---|
| PROBABILITY and STATISTICS | İM2215793 | Spring Semester | 3+0 | 3 | 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. Esra YEMENLİ |
| Name of Lecturer(s) | Assist.Prof. Esra YEMENLİ |
| Assistant(s) | |
| Aim | The basic principle of counting; permutation concept and applications; combination concept and applications; binomial theorem, concept of probability, basic concepts and probability axioms related to probability; conditional probability and Bayes theorem; geometric probability problems; random variable concept; probability function, probability density function; expected value and variance of random variables; moment generating functions and moments; some intermittent distributions, Bernoulli, binomial, geometric, hypergeometric, Poisson distributions; some continuous distributions, smooth distribution, exponential distribution, normal distribution and properties. It is aimed to define and compare to make various analyzes and calculations by the student basic statistical concepts such as Sampling, editing and analysis of data; sampling distribution and estimation; the concept of a range of trusts; range estimate for the difference of two audience averages, range estimate for the ratio of two audience variances, range estimate for binomial parameter p; hypothesis tests, correlation and regression. |
| Course Content | This course contains; ,,,,,,,,,,,,,. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students understand the basic principle of counting. | 12, 16, 9 | A |
| Students identify permutation and combination. | 12, 16, 9 | A |
| Students explain the basic concepts of probability. | 12, 16, 9 | A |
| Students explain conditional probability | 12, 16, 9 | A |
| Students solve geometric probability problems. | 12, 16, 9 | A |
| Students describe the probability function and the probability density function. | 12, 16, 9 | A |
| Students explain some abrupt distribution. | 12, 16, 9 | A |
| Students explain some continuous distribution. | 12, 16, 9 | A |
| Applies correlation and regression analyses. | 10, 12, 16, 9 | A |
| Calculates inferential statistics. | 12, 16, 9 | A |
| Applies central tendency measures and distribution measures. | 10, 12, 16, 9 | A, C |
| Interprets the visual statistics in scientific research. | 10, 16, 9 | A, C |
| Calculates exponency statistics. | 12, 16, 9 | A, C |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | [1] S : 4-7-16 | |
| 2 | [1] S : 16 | |
| 3 | [1] S : 51 | |
| 4 | [1] S : 59-66 | |
| 5 | [1] S : 110 | |
| 6 | [1] S : 169, 185 | |
| 7 | [1] S : 194 | |
| 8 | ||
| 9 | ||
| 10 | ||
| 11 | ||
| 12 | ||
| 13 | ||
| 14 |
| Resources |
| [1] Probability Problems, Omer Faruk Gözükızıl -Metin Yaman, Sakarya Publishing [2] Probability, Huseyin Demir, Nobel Akademik Publishing [3] Probability and Statistics, Mustafa Balci- Şükran Özdemir, Delta Kültür Publishing House [4] Probability and Statistics, Fikri Akdeniz, Akademisyen Bookstore [5] Probability and Statistics - With Problems and Solutions, Semra Oral Erbas, Gazi Bookstore |
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 | |