Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ACTIVITY DEVELOPMENT in MATH. TEACHING | İM3215795 | 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. Melisa KARAKAYA ÖZTÜRK |
| Name of Lecturer(s) | Assist.Prof. Figen BOZKUŞ |
| 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. |
| Course Learning Outcomes | 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 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. | ||||||
| 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 | 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 MATH. TEACHING | İM3215795 | 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. Melisa KARAKAYA ÖZTÜRK |
| Name of Lecturer(s) | Assist.Prof. Figen BOZKUŞ |
| 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. |
| Course Learning Outcomes | 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 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. | ||||||
| 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 | |