Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING PROBABILITY and STATISTICS | İM3116391 | Fall Semester | 3+0 | 3 | 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. Damla SÖNMEZ |
| Name of Lecturer(s) | Assist.Prof. Damla SÖNMEZ |
| Assistant(s) | |
| Aim | With this course, students will be able to explain the teaching of topics such as collecting and organizing data; explains the teaching of basic concepts related to probability; explains the teaching of distribution and frequency concepts; explains the teaching of probability types; explains the teaching of probability distributions; It is aimed to explain misconceptions about statistics and probability. |
| Course Content | This course contains; The nature and teaching of statistics,Statistical research process and teaching,Tables and graphs and their teaching, misconceptions encountered,Measures of central tendency and their teaching, misconceptions experienced,Diffusion measures and teaching, misconceptions experienced,Descriptive and inferential statistics and their teaching, misconceptions encountered,The nature and teaching of probability,Basic concepts in probability and their teaching,The probability of an event, probability value limits, misconceptions experienced,Types of probability and its teaching, misconceptions,Dependent and independent events and their teaching, misconceptions experienced,Conditional probability with its conceptual foundations, geometric probability, misconceptions experienced,Bayes theorem and its teaching, misconceptions experienced,Combination, permutation and teaching, misconceptions experienced. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains learning theories about probability and statistics. | 5, 9 | A, E, L |
| Explains concepts and misconceptions about probability and statistics. | 5, 9 | A, E, L |
| Uses various materials in probability and statistics teaching. | 5, 9 | A, E, L |
| Teaching Methods: | 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, L: Group Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The nature and teaching of statistics | [1], [2], [3], [4], [5], [6], [7], [8] |
| 2 | Statistical research process and teaching | [1], [2], [3], [4], [5], [6], [7], [8] |
| 3 | Tables and graphs and their teaching, misconceptions encountered | [1], [2], [3], [4], [5], [6], [7], [8] |
| 4 | Measures of central tendency and their teaching, misconceptions experienced | [1], [2], [3], [4], [5], [6], [7], [8] |
| 5 | Diffusion measures and teaching, misconceptions experienced | [1], [2], [3], [4], [5], [6], [7], [8] |
| 6 | Descriptive and inferential statistics and their teaching, misconceptions encountered | [1], [2], [3], [4], [5], [6], [7], [8] |
| 7 | The nature and teaching of probability | [1], [2], [3], [4], [5], [6], [7], [8] |
| 8 | Basic concepts in probability and their teaching | [1], [2], [3], [4], [5], [6], [7], [8] |
| 9 | The probability of an event, probability value limits, misconceptions experienced | [1], [2], [3], [4], [5], [6], [7], [8] |
| 10 | Types of probability and its teaching, misconceptions | [1], [2], [3], [4], [5], [6], [7], [8] |
| 11 | Dependent and independent events and their teaching, misconceptions experienced | [1], [2], [3], [4], [5], [6], [7], [8] |
| 12 | Conditional probability with its conceptual foundations, geometric probability, misconceptions experienced | [1], [2], [3], [4], [5], [6], [7], [8] |
| 13 | Bayes theorem and its teaching, misconceptions experienced | [1], [2], [3], [4], [5], [6], [7], [8] |
| 14 | Combination, permutation and teaching, misconceptions experienced | [1], [2], [3], [4], [5], [6], [7], [8] |
| Resources |
| [1] Baltacı, S., & Bütüner, S. Ö. (Last Edition). Etkinlik Temelli Olasılık ve İstatistik Öğretimi. Pegem Academy. [2] Altun, M. (Last Edition). Olasılık ve İstatistik Öğretimi. Aktüel Publishing. [3] Van de Walle, J.A., Karp, K.S., & Bay Williams, J.M. (Last Edition). Elementary and middle school mathematics: Teaching developmentally. Boston: Pearson. [4] Güven, B., Özmen, Z. M., Gürbüz, R., & Akkan, Y. (Last Edition).Teaching probability and statistics from theory to practice . Vizetek Publishing. [5] Akkoç, H., & Yeşildere-İmre, S. (Last Edition). Teaching probability and statistics based on technological pedagogical content knowledge. Pegem Academy. [6] Koparan, T. (2015). An examination of statistical literacy models and their components. Turkish Journal of Education (TURJE), 4(3), 16-28. [7] Brahier, D. J. (Last Edition). Teaching secondary and middle school mathematics. Routledge Publishing [8] Baki, A. (En son basım). Mathematics education from theory to practice. Pegem Academy. |
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 | 3 | 3 | |||
| Guided Problem Solving | 1 | 2 | 2 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| 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) | 5 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(5/30) | 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 |
|---|---|---|---|---|---|
| TEACHING PROBABILITY and STATISTICS | İM3116391 | Fall Semester | 3+0 | 3 | 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. Damla SÖNMEZ |
| Name of Lecturer(s) | Assist.Prof. Damla SÖNMEZ |
| Assistant(s) | |
| Aim | With this course, students will be able to explain the teaching of topics such as collecting and organizing data; explains the teaching of basic concepts related to probability; explains the teaching of distribution and frequency concepts; explains the teaching of probability types; explains the teaching of probability distributions; It is aimed to explain misconceptions about statistics and probability. |
| Course Content | This course contains; The nature and teaching of statistics,Statistical research process and teaching,Tables and graphs and their teaching, misconceptions encountered,Measures of central tendency and their teaching, misconceptions experienced,Diffusion measures and teaching, misconceptions experienced,Descriptive and inferential statistics and their teaching, misconceptions encountered,The nature and teaching of probability,Basic concepts in probability and their teaching,The probability of an event, probability value limits, misconceptions experienced,Types of probability and its teaching, misconceptions,Dependent and independent events and their teaching, misconceptions experienced,Conditional probability with its conceptual foundations, geometric probability, misconceptions experienced,Bayes theorem and its teaching, misconceptions experienced,Combination, permutation and teaching, misconceptions experienced. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains learning theories about probability and statistics. | 5, 9 | A, E, L |
| Explains concepts and misconceptions about probability and statistics. | 5, 9 | A, E, L |
| Uses various materials in probability and statistics teaching. | 5, 9 | A, E, L |
| Teaching Methods: | 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, L: Group Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The nature and teaching of statistics | [1], [2], [3], [4], [5], [6], [7], [8] |
| 2 | Statistical research process and teaching | [1], [2], [3], [4], [5], [6], [7], [8] |
| 3 | Tables and graphs and their teaching, misconceptions encountered | [1], [2], [3], [4], [5], [6], [7], [8] |
| 4 | Measures of central tendency and their teaching, misconceptions experienced | [1], [2], [3], [4], [5], [6], [7], [8] |
| 5 | Diffusion measures and teaching, misconceptions experienced | [1], [2], [3], [4], [5], [6], [7], [8] |
| 6 | Descriptive and inferential statistics and their teaching, misconceptions encountered | [1], [2], [3], [4], [5], [6], [7], [8] |
| 7 | The nature and teaching of probability | [1], [2], [3], [4], [5], [6], [7], [8] |
| 8 | Basic concepts in probability and their teaching | [1], [2], [3], [4], [5], [6], [7], [8] |
| 9 | The probability of an event, probability value limits, misconceptions experienced | [1], [2], [3], [4], [5], [6], [7], [8] |
| 10 | Types of probability and its teaching, misconceptions | [1], [2], [3], [4], [5], [6], [7], [8] |
| 11 | Dependent and independent events and their teaching, misconceptions experienced | [1], [2], [3], [4], [5], [6], [7], [8] |
| 12 | Conditional probability with its conceptual foundations, geometric probability, misconceptions experienced | [1], [2], [3], [4], [5], [6], [7], [8] |
| 13 | Bayes theorem and its teaching, misconceptions experienced | [1], [2], [3], [4], [5], [6], [7], [8] |
| 14 | Combination, permutation and teaching, misconceptions experienced | [1], [2], [3], [4], [5], [6], [7], [8] |
| Resources |
| [1] Baltacı, S., & Bütüner, S. Ö. (Last Edition). Etkinlik Temelli Olasılık ve İstatistik Öğretimi. Pegem Academy. [2] Altun, M. (Last Edition). Olasılık ve İstatistik Öğretimi. Aktüel Publishing. [3] Van de Walle, J.A., Karp, K.S., & Bay Williams, J.M. (Last Edition). Elementary and middle school mathematics: Teaching developmentally. Boston: Pearson. [4] Güven, B., Özmen, Z. M., Gürbüz, R., & Akkan, Y. (Last Edition).Teaching probability and statistics from theory to practice . Vizetek Publishing. [5] Akkoç, H., & Yeşildere-İmre, S. (Last Edition). Teaching probability and statistics based on technological pedagogical content knowledge. Pegem Academy. [6] Koparan, T. (2015). An examination of statistical literacy models and their components. Turkish Journal of Education (TURJE), 4(3), 16-28. [7] Brahier, D. J. (Last Edition). Teaching secondary and middle school mathematics. Routledge Publishing [8] Baki, A. (En son basım). Mathematics education from theory to practice. Pegem Academy. |
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 | |