Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| BASIC CONCEPTS in MATHEMATICS I | İM1214932 | Spring Semester | 3+0 | 3 | 6 |
| 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 | Providing prospective teachers information about: How to define basic mathematical concepts which are used in mathematics teaching; Historical backgrounds of mathematical concepts; How they can use the mathematical concepts in daily life. |
| Course Content | This course contains; Number Systems and Natural Numbers İntegers and Properties of integers,Prime Numbers, Greatest common divisor, Smallest common multiple,Fractions, Fraction operations and representations,Rational Numbers, Operations in rational numbers and Problem solving,Ratio and Proportion, Problem solving related to ratio and proportion,Exponential numbers, Rooted Expressions,Algebraic Expressions, Equality and Equations, İdentities ans İnequalities,Basic geometric concepts, Angle concept, Lines and Angles,Triangles and Properties of triangles, Polygons ,Quadrilaterals and Properties of Quardilaterals, Special Quadrilaterals ,Circle and Circular region ,Geometric objects and properties, Transformation Geometry ,Measurement, Lenght measurement and Area measurement, Time mesuring and Liquid measuring activities,Isometric and Orthographic drawings . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the definition of "concept" expression and basic concepts in mathematics | 10, 16, 9 | C |
| Tells how the basic concepts in mathematics went through a development process and their current state. | 10, 16 | C |
| States the using areas of the basic concepts of mathematics in daily life | 10, 12, 9 | |
| Defines the basic concepts in geometry. | 10, 16 | C |
| Explores the definitions of concepts in measurement and their relationships with each other. | 10, 16, 3 | C |
| Practises related to isometric transformation. | 10, 16, 3, 9 | |
| Explains the basic concepts of probability and statistics. | 10, 16, 3, 9 | C |
| Explores the relationships between concepts in geometry. | 10, 12, 16, 9 | C |
| Explores the definitions and details of algebra learning units. | 10, 16, 9 | C |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 3: Problem Baded Learning Model, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Number Systems and Natural Numbers İntegers and Properties of integers | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), pp.11-50 |
| 2 | Prime Numbers, Greatest common divisor, Smallest common multiple | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), pp.51-56 |
| 3 | Fractions, Fraction operations and representations | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), pp.57-70 |
| 4 | Rational Numbers, Operations in rational numbers and Problem solving | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), pp.57-70 |
| 5 | Ratio and Proportion, Problem solving related to ratio and proportion | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), pp.119-134 |
| 6 | Exponential numbers, Rooted Expressions | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), pp.89-106 |
| 7 | Algebraic Expressions, Equality and Equations, İdentities ans İnequalities | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), pp.309-324 |
| 8 | Basic geometric concepts, Angle concept, Lines and Angles | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), s.357-380 |
| 9 | Triangles and Properties of triangles, Polygons | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), s.381-443 |
| 10 | Quadrilaterals and Properties of Quardilaterals, Special Quadrilaterals | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), s.443-486 |
| 11 | Circle and Circular region | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), s.487-500 |
| 12 | Geometric objects and properties, Transformation Geometry | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), s.515-540 ve s.589-602 |
| 13 | Measurement, Lenght measurement and Area measurement, Time mesuring and Liquid measuring activities | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), s. 231-250 |
| 14 | Isometric and Orthographic drawings | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), pp.603-614 |
| Resources |
| Temel Matematiksel Kavramlar ve Uygulamaları. Editörler: Yrd. Doç. Dr. Aysun Nüket Elçi, Doç. Dr. Esra Bukova Güzel, Doç. Dr. Berna Cantürk Günhan, Yrd. Doç. Dr. Emre Ev Çimen. (2016). Pegem Akademi Yayınları |
| İlköğretimde Karşılaşılan Matematiksel Zorluklar ve Çözüm Önerileri. Editörler: Erhan Bingölbali, Mehmet Fatih Özmantar. (2009). Pegem Akademi Yayınları. Matematiksel Kavram Yanılgıları ve Çözüm Önerileri. Editörler: Mehmet Fatih Özmantar, Erhan Bingölbali, Hatice Akkoç. (2015) Pegem Akademi Yayınları. Tanımları ve Tarihsel Gelişimleriyle Matematiksel Kavramlar. Editörler: İzmail Özgür Zembat, Mehmet Fatih Özmantar, Erhan Bingölbali, Hakan Şandır, Ali Delice. (2013). Pegem Akademi Yayınları. |
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 | 14 | 3 | 42 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 5 | 2 | 10 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 8 | 8 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 70 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(70/30) | 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 |
|---|---|---|---|---|---|
| BASIC CONCEPTS in MATHEMATICS I | İM1214932 | Spring Semester | 3+0 | 3 | 6 |
| 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 | Providing prospective teachers information about: How to define basic mathematical concepts which are used in mathematics teaching; Historical backgrounds of mathematical concepts; How they can use the mathematical concepts in daily life. |
| Course Content | This course contains; Number Systems and Natural Numbers İntegers and Properties of integers,Prime Numbers, Greatest common divisor, Smallest common multiple,Fractions, Fraction operations and representations,Rational Numbers, Operations in rational numbers and Problem solving,Ratio and Proportion, Problem solving related to ratio and proportion,Exponential numbers, Rooted Expressions,Algebraic Expressions, Equality and Equations, İdentities ans İnequalities,Basic geometric concepts, Angle concept, Lines and Angles,Triangles and Properties of triangles, Polygons ,Quadrilaterals and Properties of Quardilaterals, Special Quadrilaterals ,Circle and Circular region ,Geometric objects and properties, Transformation Geometry ,Measurement, Lenght measurement and Area measurement, Time mesuring and Liquid measuring activities,Isometric and Orthographic drawings . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the definition of "concept" expression and basic concepts in mathematics | 10, 16, 9 | C |
| Tells how the basic concepts in mathematics went through a development process and their current state. | 10, 16 | C |
| States the using areas of the basic concepts of mathematics in daily life | 10, 12, 9 | |
| Defines the basic concepts in geometry. | 10, 16 | C |
| Explores the definitions of concepts in measurement and their relationships with each other. | 10, 16, 3 | C |
| Practises related to isometric transformation. | 10, 16, 3, 9 | |
| Explains the basic concepts of probability and statistics. | 10, 16, 3, 9 | C |
| Explores the relationships between concepts in geometry. | 10, 12, 16, 9 | C |
| Explores the definitions and details of algebra learning units. | 10, 16, 9 | C |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 3: Problem Baded Learning Model, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Number Systems and Natural Numbers İntegers and Properties of integers | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), pp.11-50 |
| 2 | Prime Numbers, Greatest common divisor, Smallest common multiple | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), pp.51-56 |
| 3 | Fractions, Fraction operations and representations | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), pp.57-70 |
| 4 | Rational Numbers, Operations in rational numbers and Problem solving | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), pp.57-70 |
| 5 | Ratio and Proportion, Problem solving related to ratio and proportion | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), pp.119-134 |
| 6 | Exponential numbers, Rooted Expressions | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), pp.89-106 |
| 7 | Algebraic Expressions, Equality and Equations, İdentities ans İnequalities | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), pp.309-324 |
| 8 | Basic geometric concepts, Angle concept, Lines and Angles | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), s.357-380 |
| 9 | Triangles and Properties of triangles, Polygons | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), s.381-443 |
| 10 | Quadrilaterals and Properties of Quardilaterals, Special Quadrilaterals | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), s.443-486 |
| 11 | Circle and Circular region | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), s.487-500 |
| 12 | Geometric objects and properties, Transformation Geometry | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), s.515-540 ve s.589-602 |
| 13 | Measurement, Lenght measurement and Area measurement, Time mesuring and Liquid measuring activities | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), s. 231-250 |
| 14 | Isometric and Orthographic drawings | Elçi, Bukova-Güzel, Cantürk-Günhan & Ev-Çimen. (2016), pp.603-614 |
| Resources |
| Temel Matematiksel Kavramlar ve Uygulamaları. Editörler: Yrd. Doç. Dr. Aysun Nüket Elçi, Doç. Dr. Esra Bukova Güzel, Doç. Dr. Berna Cantürk Günhan, Yrd. Doç. Dr. Emre Ev Çimen. (2016). Pegem Akademi Yayınları |
| İlköğretimde Karşılaşılan Matematiksel Zorluklar ve Çözüm Önerileri. Editörler: Erhan Bingölbali, Mehmet Fatih Özmantar. (2009). Pegem Akademi Yayınları. Matematiksel Kavram Yanılgıları ve Çözüm Önerileri. Editörler: Mehmet Fatih Özmantar, Erhan Bingölbali, Hatice Akkoç. (2015) Pegem Akademi Yayınları. Tanımları ve Tarihsel Gelişimleriyle Matematiksel Kavramlar. Editörler: İzmail Özgür Zembat, Mehmet Fatih Özmantar, Erhan Bingölbali, Hakan Şandır, Ali Delice. (2013). Pegem Akademi Yayınları. |
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 | |