Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ASSOCIATING in MATHEMATICS TEACHING | İM3116875 | Fall 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. Esra YEMENLİ |
| Name of Lecturer(s) | Assist.Prof. Esra YEMENLİ |
| Assistant(s) | |
| Aim | Establishing relationships between concepts and processes; expressing mathematical concepts and rules in different ways of representation; associating different mathematical concepts with each other; associating mathematics with other courses; Associating mathematics with everyday life. |
| Course Content | This course contains; Introduction of the course, examine of syllabus, concept of 'association' in Mathematics Education,Relational and transactional understanding in mathematics education,Relationship between concepts and other concepts in Mathematics Education,Establish a relationship between the concept and its sub concepts and sub concepts themselves,Establish a relationship between the concept and its sub concepts and sub concepts themselves,Associating between different representations of the concept,Associating between different representations of the concept,Midterm Exam,Discussing the concept in a context,Giving a verbal example of real life,Addressing the concept in a different disciplinary context,Prepare lesson plans for all attribution processes,Prepare lesson plans for all attribution processes,General exam. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Associates mathematical concepts with each other and with sub-concepts | C, E | |
| Associates between different representations of concepts | C, E | |
| Examines the use of mathematical concepts in the context of real life | C, E | |
| Examines the connection of mathematical concepts with different disciplines | C | |
| Prepares a micro-teaching course associated with attribution processes in secondary school mathematics teaching | C, E | |
| - | 10, 16, 5, 9 | C, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction of the course, examine of syllabus, concept of 'association' in Mathematics Education | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 1-2 |
| 2 | Relational and transactional understanding in mathematics education | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 2 |
| 3 | Relationship between concepts and other concepts in Mathematics Education | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 3 |
| 4 | Establish a relationship between the concept and its sub concepts and sub concepts themselves | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 3 |
| 5 | Establish a relationship between the concept and its sub concepts and sub concepts themselves | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 3 |
| 6 | Associating between different representations of the concept | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 3 |
| 7 | Associating between different representations of the concept | BINGÖLBALI, Erhan; COŞKUN, Medine. İlişkilendirme Becerisinin Matematik Öğretiminde Kullanımının Geliştirilmesi İçin Kavramsal Çerçeve Önerisi Chapter 1 |
| 8 | Midterm Exam | Exam preparation |
| 9 | Discussing the concept in a context | BINGÖLBALI, Erhan; COŞKUN, Medine. İlişkilendirme Becerisinin Matematik Öğretiminde Kullanımının Geliştirilmesi İçin Kavramsal Çerçeve Önerisi Chapter 3 |
| 10 | Giving a verbal example of real life | BINGÖLBALI, Erhan; COŞKUN, Medine. İlişkilendirme Becerisinin Matematik Öğretiminde Kullanımının Geliştirilmesi İçin Kavramsal Çerçeve Önerisi Chapter 4 |
| 11 | Addressing the concept in a different disciplinary context | BINGÖLBALI, Erhan; COŞKUN, Medine. İlişkilendirme Becerisinin Matematik Öğretiminde Kullanımının Geliştirilmesi İçin Kavramsal Çerçeve Önerisi Chapter 5 |
| 12 | Prepare lesson plans for all attribution processes | In-class activities |
| 13 | Prepare lesson plans for all attribution processes | In-class activities |
| 14 | General exam | Exam Preparation |
| Resources |
| • BINGÖLBALI, Erhan; COŞKUN, Medine. İlişkilendirme Becerisinin Matematik Öğretiminde Kullanımının Geliştirilmesi İçin Kavramsal Çerçeve Önerisi. EĞİTİM VE BİLİM, [S.l.], v. 41, n. 183, feb. 2016. ISSN 1300-1337. Erişim Adresi: . Erişim Tarihi: 12 Nov. 2018 doi:http://dx.doi.org/10.15390/EB.2016.4764. •Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012). İlkokul ve ortaokul matematiği: Gelişimsel yaklaşımla öğretim (Çev. S. Durmuş). Ankara: Nobel Yayıncılık. |
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. | ||||||
| 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. | ||||||
| 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. | 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. | ||||||
| 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 | 13 | 3 | 39 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 15 | 15 | |||
| Term Project | 13 | 3 | 39 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 12 | 12 | |||
| General Exam | 1 | 15 | 15 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 120 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(120/30) | 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 |
|---|---|---|---|---|---|
| ASSOCIATING in MATHEMATICS TEACHING | İM3116875 | Fall 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. Esra YEMENLİ |
| Name of Lecturer(s) | Assist.Prof. Esra YEMENLİ |
| Assistant(s) | |
| Aim | Establishing relationships between concepts and processes; expressing mathematical concepts and rules in different ways of representation; associating different mathematical concepts with each other; associating mathematics with other courses; Associating mathematics with everyday life. |
| Course Content | This course contains; Introduction of the course, examine of syllabus, concept of 'association' in Mathematics Education,Relational and transactional understanding in mathematics education,Relationship between concepts and other concepts in Mathematics Education,Establish a relationship between the concept and its sub concepts and sub concepts themselves,Establish a relationship between the concept and its sub concepts and sub concepts themselves,Associating between different representations of the concept,Associating between different representations of the concept,Midterm Exam,Discussing the concept in a context,Giving a verbal example of real life,Addressing the concept in a different disciplinary context,Prepare lesson plans for all attribution processes,Prepare lesson plans for all attribution processes,General exam. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Associates mathematical concepts with each other and with sub-concepts | C, E | |
| Associates between different representations of concepts | C, E | |
| Examines the use of mathematical concepts in the context of real life | C, E | |
| Examines the connection of mathematical concepts with different disciplines | C | |
| Prepares a micro-teaching course associated with attribution processes in secondary school mathematics teaching | C, E | |
| - | 10, 16, 5, 9 | C, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction of the course, examine of syllabus, concept of 'association' in Mathematics Education | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 1-2 |
| 2 | Relational and transactional understanding in mathematics education | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 2 |
| 3 | Relationship between concepts and other concepts in Mathematics Education | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 3 |
| 4 | Establish a relationship between the concept and its sub concepts and sub concepts themselves | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 3 |
| 5 | Establish a relationship between the concept and its sub concepts and sub concepts themselves | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 3 |
| 6 | Associating between different representations of the concept | Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012) Chapter 3 |
| 7 | Associating between different representations of the concept | BINGÖLBALI, Erhan; COŞKUN, Medine. İlişkilendirme Becerisinin Matematik Öğretiminde Kullanımının Geliştirilmesi İçin Kavramsal Çerçeve Önerisi Chapter 1 |
| 8 | Midterm Exam | Exam preparation |
| 9 | Discussing the concept in a context | BINGÖLBALI, Erhan; COŞKUN, Medine. İlişkilendirme Becerisinin Matematik Öğretiminde Kullanımının Geliştirilmesi İçin Kavramsal Çerçeve Önerisi Chapter 3 |
| 10 | Giving a verbal example of real life | BINGÖLBALI, Erhan; COŞKUN, Medine. İlişkilendirme Becerisinin Matematik Öğretiminde Kullanımının Geliştirilmesi İçin Kavramsal Çerçeve Önerisi Chapter 4 |
| 11 | Addressing the concept in a different disciplinary context | BINGÖLBALI, Erhan; COŞKUN, Medine. İlişkilendirme Becerisinin Matematik Öğretiminde Kullanımının Geliştirilmesi İçin Kavramsal Çerçeve Önerisi Chapter 5 |
| 12 | Prepare lesson plans for all attribution processes | In-class activities |
| 13 | Prepare lesson plans for all attribution processes | In-class activities |
| 14 | General exam | Exam Preparation |
| Resources |
| • BINGÖLBALI, Erhan; COŞKUN, Medine. İlişkilendirme Becerisinin Matematik Öğretiminde Kullanımının Geliştirilmesi İçin Kavramsal Çerçeve Önerisi. EĞİTİM VE BİLİM, [S.l.], v. 41, n. 183, feb. 2016. ISSN 1300-1337. Erişim Adresi: . Erişim Tarihi: 12 Nov. 2018 doi:http://dx.doi.org/10.15390/EB.2016.4764. •Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012). İlkokul ve ortaokul matematiği: Gelişimsel yaklaşımla öğretim (Çev. S. Durmuş). Ankara: Nobel Yayıncılık. |
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. | ||||||
| 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. | ||||||
| 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. | 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. | ||||||
| 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 | |