Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ANALYSIS III | İM2115787 | Fall Semester | 2+0 | 2 | 5 |
| 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. Hüseyin KOCAMAN |
| Name of Lecturer(s) | Assist.Prof. Hüseyin KOCAMAN |
| Assistant(s) | |
| Aim | Teaching the concept of multivariate function and limit, limit, continuity and derivative applications in multivariate functions, Folded integrals and making high calculations with folded integrals. |
| Course Content | This course contains; ,,,,,,,,,,,,,. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students will be able to recognize multivariate functions, find definition regions, draw their charts. | 12, 9 | A |
| Students will learn how to define limit concepts for multivariate functions. | 12, 9 | A |
| Students will learn how to define the concept of continuity for multivariate functions. | 12, 9 | A |
| Students will learn how to define the concept of derivatives for multivariate functions. | 12, 9 | A |
| Students will learn how to define sequences of functions. | 12, 9 | A |
| Teaching Methods: | 12: Problem Solving Method, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | [1] S : 43 | |
| 2 | [1] S : 44 | |
| 3 | [1] S : 44 | |
| 4 | [1] S : 46 | |
| 5 | [1] S : 51 | |
| 6 | [1]S:53 | |
| 7 | [1]S:56 | |
| 8 | [1] S : 58 | |
| 9 | [1] S : 96 | |
| 10 | [1] S : 55 | |
| 11 | [1] S : 79 | |
| 12 | [1] S : 65 | |
| 13 | [1] S : 118 - 156 | |
| 14 | [1] S : 135 - 165 |
| Resources |
| [1] Vol 3, H. Hilmi Hacısalihoğlu, Mustafa Balcı, Fikri Gökdal [2] Thomas Calculus Metric Print Volume: 1, George B. Thomas, Joel R. Hass, Maurice D. Weir, Pearson Education |
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 | 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 |
|---|---|---|---|---|---|
| ANALYSIS III | İM2115787 | Fall Semester | 2+0 | 2 | 5 |
| 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. Hüseyin KOCAMAN |
| Name of Lecturer(s) | Assist.Prof. Hüseyin KOCAMAN |
| Assistant(s) | |
| Aim | Teaching the concept of multivariate function and limit, limit, continuity and derivative applications in multivariate functions, Folded integrals and making high calculations with folded integrals. |
| Course Content | This course contains; ,,,,,,,,,,,,,. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students will be able to recognize multivariate functions, find definition regions, draw their charts. | 12, 9 | A |
| Students will learn how to define limit concepts for multivariate functions. | 12, 9 | A |
| Students will learn how to define the concept of continuity for multivariate functions. | 12, 9 | A |
| Students will learn how to define the concept of derivatives for multivariate functions. | 12, 9 | A |
| Students will learn how to define sequences of functions. | 12, 9 | A |
| Teaching Methods: | 12: Problem Solving Method, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | [1] S : 43 | |
| 2 | [1] S : 44 | |
| 3 | [1] S : 44 | |
| 4 | [1] S : 46 | |
| 5 | [1] S : 51 | |
| 6 | [1]S:53 | |
| 7 | [1]S:56 | |
| 8 | [1] S : 58 | |
| 9 | [1] S : 96 | |
| 10 | [1] S : 55 | |
| 11 | [1] S : 79 | |
| 12 | [1] S : 65 | |
| 13 | [1] S : 118 - 156 | |
| 14 | [1] S : 135 - 165 |
| Resources |
| [1] Vol 3, H. Hilmi Hacısalihoğlu, Mustafa Balcı, Fikri Gökdal [2] Thomas Calculus Metric Print Volume: 1, George B. Thomas, Joel R. Hass, Maurice D. Weir, Pearson Education |
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 | |