Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING PRIMARY MATHEMATICS | İM4212047 | 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. Damla SÖNMEZ |
| Name of Lecturer(s) | Assist.Prof. Figen BOZKUŞ |
| Assistant(s) | |
| Aim | This course aims for students to explain the objectives of primary school mathematics instruction; describe its basic principles; explain the purpose, content, and philosophical approach of the primary school mathematics curriculum; describe teaching methods and assessment techniques; and explain fundamental concepts in primary school mathematics. |
| Course Content | This course contains; Aims and Basic Principles of Primary School Mathematics Teaching,Doing and Knowing Mathematics in Primary School Students,Effective Mathematics Teaching and Use of Different Representations/Models,Important Skills to Be Gained in Mathematics from an Early Age,Investigation of Primary School Mathematics Curriculum in Terms of Purpose, Content, Philosophical Approach, Teaching Methods, Assessment and Evaluation Techniques,Development of Number Concept and Number Sense,Place Value Concept,Arithmetic Operations: Addition and Subtraction,Arithmetic Operations: Multiplication and Division,The Concept of Fractions and Operations in Fractions,Geometric Concepts and Measurement Development in Primary School,Development of the Concept of Measurement in Primary School,Development of Data Analysis Concepts in Primary School,Measurement and Evaluation in Primary School Mathematics Lessons. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explain the aims and basic principles of primary school mathematics teaching. | 10, 16, 19, 9 | C, E |
| Analyzes the purpose, content, philosophical approach, teaching methods, measurement and evaluation techniques of the primary school mathematics curriculum. | 10, 16, 19, 9 | C, E |
| Analyzes mathematical understanding in primary school students. | 10, 16, 19, 9 | C, E |
| Analyze the important skills to be gained in mathematics from an early age. | 10, 16, 19, 9 | C, E |
| Analyzes effective mathematics teaching. | 10, 16, 19, 9 | C, E |
| Analyze the basic concepts in primary school mathematics. | 10, 16, 19, 9 | C, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Aims and Basic Principles of Primary School Mathematics Teaching | Reading from the specified primary sources |
| 2 | Doing and Knowing Mathematics in Primary School Students | Reading from the specified primary sources |
| 3 | Effective Mathematics Teaching and Use of Different Representations/Models | Reading from the specified primary sources |
| 4 | Important Skills to Be Gained in Mathematics from an Early Age | Reading from the specified primary sources |
| 5 | Investigation of Primary School Mathematics Curriculum in Terms of Purpose, Content, Philosophical Approach, Teaching Methods, Assessment and Evaluation Techniques | Reading from the specified primary sources |
| 6 | Development of Number Concept and Number Sense | Reading from the specified primary sources |
| 7 | Place Value Concept | Reading from the specified primary sources |
| 8 | Arithmetic Operations: Addition and Subtraction | Reading from the specified primary sources |
| 9 | Arithmetic Operations: Multiplication and Division | Reading from the specified primary sources |
| 10 | The Concept of Fractions and Operations in Fractions | Reading from the specified primary sources |
| 11 | Geometric Concepts and Measurement Development in Primary School | Reading from the specified primary sources |
| 12 | Development of the Concept of Measurement in Primary School | Reading from the specified primary sources |
| 13 | Development of Data Analysis Concepts in Primary School | Reading from the specified primary sources |
| 14 | Measurement and Evaluation in Primary School Mathematics Lessons | Reading from the specified primary sources |
| Resources |
| [1] Olkun, S., & Toluk-Uçar, Z. İlköğretimde Etkinlik Temelli Matematik Öğretimi. Maya Akademi (Last Edition) [2] Van De Walle, J. A. , Karp, K. S., Bay-Williams, J. M. İlkokul ve Ortaokul Matematiği Gelişimsel Yaklaşımla Öğretim. Çeviri editörü: Prof. Dr. Soner Durmuş. Nobel Yayınları. (Last Edition) [3] Kar, T., & Öçal, M. F. İlköğretimde Teknoloji Destekli Ölçme Öğretimi. Pegem Akademi. (Last Edition) [4] Kaçar, A. İlkokulda Matematik Öğretimi. Pegem Akademi. (Last Edition) [5] Haylock, D., & Cokcburn, A. Küçük Çocuklar için Matematiği Anlama. Nobel Akademi. (Last Edition) [6] Tarım. K., Bulut-Özsezer, M. S., & Canbazoğlu, H. B. (2017). Sınıf öğretmeni adaylarının matematik ve matematik öğretimine ilişkin algıları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 18(3), 1032-1052. [7] MEB. Matematik öğretim programı. (Current program) |
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 | 2 | 28 | |||
| Guided Problem Solving | 12 | 2 | 24 | |||
| Resolution of Homework Problems and Submission as a Report | 3 | 10 | 30 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 2 | 10 | 20 | |||
| Total Workload(Hour) | 122 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(122/30) | 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 |
|---|---|---|---|---|---|
| TEACHING PRIMARY MATHEMATICS | İM4212047 | 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. Damla SÖNMEZ |
| Name of Lecturer(s) | Assist.Prof. Figen BOZKUŞ |
| Assistant(s) | |
| Aim | This course aims for students to explain the objectives of primary school mathematics instruction; describe its basic principles; explain the purpose, content, and philosophical approach of the primary school mathematics curriculum; describe teaching methods and assessment techniques; and explain fundamental concepts in primary school mathematics. |
| Course Content | This course contains; Aims and Basic Principles of Primary School Mathematics Teaching,Doing and Knowing Mathematics in Primary School Students,Effective Mathematics Teaching and Use of Different Representations/Models,Important Skills to Be Gained in Mathematics from an Early Age,Investigation of Primary School Mathematics Curriculum in Terms of Purpose, Content, Philosophical Approach, Teaching Methods, Assessment and Evaluation Techniques,Development of Number Concept and Number Sense,Place Value Concept,Arithmetic Operations: Addition and Subtraction,Arithmetic Operations: Multiplication and Division,The Concept of Fractions and Operations in Fractions,Geometric Concepts and Measurement Development in Primary School,Development of the Concept of Measurement in Primary School,Development of Data Analysis Concepts in Primary School,Measurement and Evaluation in Primary School Mathematics Lessons. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explain the aims and basic principles of primary school mathematics teaching. | 10, 16, 19, 9 | C, E |
| Analyzes the purpose, content, philosophical approach, teaching methods, measurement and evaluation techniques of the primary school mathematics curriculum. | 10, 16, 19, 9 | C, E |
| Analyzes mathematical understanding in primary school students. | 10, 16, 19, 9 | C, E |
| Analyze the important skills to be gained in mathematics from an early age. | 10, 16, 19, 9 | C, E |
| Analyzes effective mathematics teaching. | 10, 16, 19, 9 | C, E |
| Analyze the basic concepts in primary school mathematics. | 10, 16, 19, 9 | C, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Aims and Basic Principles of Primary School Mathematics Teaching | Reading from the specified primary sources |
| 2 | Doing and Knowing Mathematics in Primary School Students | Reading from the specified primary sources |
| 3 | Effective Mathematics Teaching and Use of Different Representations/Models | Reading from the specified primary sources |
| 4 | Important Skills to Be Gained in Mathematics from an Early Age | Reading from the specified primary sources |
| 5 | Investigation of Primary School Mathematics Curriculum in Terms of Purpose, Content, Philosophical Approach, Teaching Methods, Assessment and Evaluation Techniques | Reading from the specified primary sources |
| 6 | Development of Number Concept and Number Sense | Reading from the specified primary sources |
| 7 | Place Value Concept | Reading from the specified primary sources |
| 8 | Arithmetic Operations: Addition and Subtraction | Reading from the specified primary sources |
| 9 | Arithmetic Operations: Multiplication and Division | Reading from the specified primary sources |
| 10 | The Concept of Fractions and Operations in Fractions | Reading from the specified primary sources |
| 11 | Geometric Concepts and Measurement Development in Primary School | Reading from the specified primary sources |
| 12 | Development of the Concept of Measurement in Primary School | Reading from the specified primary sources |
| 13 | Development of Data Analysis Concepts in Primary School | Reading from the specified primary sources |
| 14 | Measurement and Evaluation in Primary School Mathematics Lessons | Reading from the specified primary sources |
| Resources |
| [1] Olkun, S., & Toluk-Uçar, Z. İlköğretimde Etkinlik Temelli Matematik Öğretimi. Maya Akademi (Last Edition) [2] Van De Walle, J. A. , Karp, K. S., Bay-Williams, J. M. İlkokul ve Ortaokul Matematiği Gelişimsel Yaklaşımla Öğretim. Çeviri editörü: Prof. Dr. Soner Durmuş. Nobel Yayınları. (Last Edition) [3] Kar, T., & Öçal, M. F. İlköğretimde Teknoloji Destekli Ölçme Öğretimi. Pegem Akademi. (Last Edition) [4] Kaçar, A. İlkokulda Matematik Öğretimi. Pegem Akademi. (Last Edition) [5] Haylock, D., & Cokcburn, A. Küçük Çocuklar için Matematiği Anlama. Nobel Akademi. (Last Edition) [6] Tarım. K., Bulut-Özsezer, M. S., & Canbazoğlu, H. B. (2017). Sınıf öğretmeni adaylarının matematik ve matematik öğretimine ilişkin algıları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 18(3), 1032-1052. [7] MEB. Matematik öğretim programı. (Current program) |
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 | |