Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING NUMBERS | İM3116392 | Fall Semester | 3+0 | 3 | 4 |
| 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. Figen BOZKUŞ |
| Name of Lecturer(s) | Assist.Prof. Figen BOZKUŞ |
| Assistant(s) | |
| Aim | With this course, it is aimed to explain the topics included in the learning area of Numbers and Operations; to explain the concepts related to the content of the subjects they will teach in the future; to explain the methods and techniques suitable for middle school mathematics. |
| Course Content | This course contains; Examination of Curriculum in relation to numbers and operations,The development of the Number Sense,Improving the meaning of the operations,Division and Divisibility,Multipliers and multiples Examining EBOB EKOK concepts,Basic concepts and teaching of integers,Operations in integers,Basic concepts of fractions,Fraction Operations and teaching fractions,Decimals and teaching decimals,Basic concepts of operations in decimal numbers,Percentage concept and teaching percent,Rational and İrrational Numbers,Teaching exponents and radicals. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the basic number systems and the relationships between them. | 10, 16, 9 | C, E |
| Makes applications about divisibility rules, LCM and GCD concepts. | 10, 16, 9 | C, E |
| Makes applications related to the concepts of ratio and proportion. | 10, 16, 9 | C, E |
| Makes course content for teaching number systems. | 10, 16, 9 | C, E |
| Explains daily life uses of number systems. | 10, 16, 9 | C, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Examination of Curriculum in relation to numbers and operations | [1], [2], [3] |
| 2 | The development of the Number Sense | [1], [2], [3] |
| 3 | Improving the meaning of the operations | [1], [2], [3] |
| 4 | Division and Divisibility | [1], [2], [3] |
| 5 | Multipliers and multiples Examining EBOB EKOK concepts | [1], [2], [3] |
| 6 | Basic concepts and teaching of integers | [1], [2], [3] |
| 7 | Operations in integers | [1], [2], [3] |
| 8 | Basic concepts of fractions | [1], [2], [3] |
| 9 | Fraction Operations and teaching fractions | [1], [2], [3] |
| 10 | Decimals and teaching decimals | [1], [2], [3] |
| 11 | Basic concepts of operations in decimal numbers | [1], [2], [3] |
| 12 | Percentage concept and teaching percent | [1], [2], [3] |
| 13 | Rational and İrrational Numbers | [1], [2], [3] |
| 14 | Teaching exponents and radicals | [1], [2], [3] |
| Resources |
| [1] 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) [2] Ertekin, E., & Ünlü, M. Kuramdan uygulamaya etkinlik örnekleriyle sayıların öğretimi. Pegem Akademi. (Last Edition) [3] Horzum, T. (2016). İrrasyonel sayıların öğretimi için görsel model önerisi: e ve π sayıları. Bilecik Şeyh Edebali Üniversitesi Sosyal Bilimler Dergisi, 1(1), 42-57. |
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 | 1 | 3 | 3 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 4 | 4 | |||
| 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) | 7 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(7/30) | 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 NUMBERS | İM3116392 | Fall Semester | 3+0 | 3 | 4 |
| 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. Figen BOZKUŞ |
| Name of Lecturer(s) | Assist.Prof. Figen BOZKUŞ |
| Assistant(s) | |
| Aim | With this course, it is aimed to explain the topics included in the learning area of Numbers and Operations; to explain the concepts related to the content of the subjects they will teach in the future; to explain the methods and techniques suitable for middle school mathematics. |
| Course Content | This course contains; Examination of Curriculum in relation to numbers and operations,The development of the Number Sense,Improving the meaning of the operations,Division and Divisibility,Multipliers and multiples Examining EBOB EKOK concepts,Basic concepts and teaching of integers,Operations in integers,Basic concepts of fractions,Fraction Operations and teaching fractions,Decimals and teaching decimals,Basic concepts of operations in decimal numbers,Percentage concept and teaching percent,Rational and İrrational Numbers,Teaching exponents and radicals. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the basic number systems and the relationships between them. | 10, 16, 9 | C, E |
| Makes applications about divisibility rules, LCM and GCD concepts. | 10, 16, 9 | C, E |
| Makes applications related to the concepts of ratio and proportion. | 10, 16, 9 | C, E |
| Makes course content for teaching number systems. | 10, 16, 9 | C, E |
| Explains daily life uses of number systems. | 10, 16, 9 | C, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Examination of Curriculum in relation to numbers and operations | [1], [2], [3] |
| 2 | The development of the Number Sense | [1], [2], [3] |
| 3 | Improving the meaning of the operations | [1], [2], [3] |
| 4 | Division and Divisibility | [1], [2], [3] |
| 5 | Multipliers and multiples Examining EBOB EKOK concepts | [1], [2], [3] |
| 6 | Basic concepts and teaching of integers | [1], [2], [3] |
| 7 | Operations in integers | [1], [2], [3] |
| 8 | Basic concepts of fractions | [1], [2], [3] |
| 9 | Fraction Operations and teaching fractions | [1], [2], [3] |
| 10 | Decimals and teaching decimals | [1], [2], [3] |
| 11 | Basic concepts of operations in decimal numbers | [1], [2], [3] |
| 12 | Percentage concept and teaching percent | [1], [2], [3] |
| 13 | Rational and İrrational Numbers | [1], [2], [3] |
| 14 | Teaching exponents and radicals | [1], [2], [3] |
| Resources |
| [1] 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) [2] Ertekin, E., & Ünlü, M. Kuramdan uygulamaya etkinlik örnekleriyle sayıların öğretimi. Pegem Akademi. (Last Edition) [3] Horzum, T. (2016). İrrasyonel sayıların öğretimi için görsel model önerisi: e ve π sayıları. Bilecik Şeyh Edebali Üniversitesi Sosyal Bilimler Dergisi, 1(1), 42-57. |
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 | |