Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MIDDLE SCHOOL MATHEMATICS CURRICULA | İM2175480 | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Closed |
| Course Coordinator | Assist.Prof. Esra YEMENLİ |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | The aim of this course is to examine the curriculum in detail for students. The titles are as follows: Basic concepts related to curriculums; development of secondary school mathematics curriculums from the past to the present; approach, content, skills aimed at improving the current secondary school mathematics curriculum; learning and sub-learning areas; distribution and limits of gains by class, relationship with other courses; the relationship of the secondary school mathematics course curriculum with the elementary and high school mathematics course curriculums; methods, techniques, tools and materials used; measurement evaluation approach; teacher qualifications. |
| Course Content | This course contains; Basic concepts about curriculum,The development of middle school mathematics teaching programs from past to the present,The approach, content and the skills (which are expected to be improved) of current middle school mathematics curriculum,Larning and sub-learning areas in the curriculum,Distribution and limits of objectives according to the grade levels,The relationship between the objectives of the curriculum with the other courses,The relationship among middle school mathematics teaching program, elementary school pathematics curriculum and high school mathematics curriculums,Methods, techniques, tools and materials used in middle school mathematics curriculum,Methods, techniques, tools and materials used in middle school mathematics curriculum,Measurement and evaluation approach in middle school mathematics curriculum,Teacher quaifications,Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels,Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels,Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the development of middle school mathematics curriculum from past to present. | 10, 9 | A, F |
| Defines the approach, content and aimed skills of the current middle school mathematics curriculum. | 10, 16 | A, E |
| Lists the learning and sub-learning areas in the middle school mathematics curriculum. | 10, 16, 5 | E, F |
| Discusses the distribution of the learning objectives of the middle school mathematics curriculum among class levels. | 10, 16, 5 | E, F |
| Recognizes the methods, techniques, tools and materials used in the middle school mathematics curriculum. | 10, 16, 5 | A, F |
| Gains a critical perspective regarding the curriculum implemented in Turkey. | 10, 16, 9 | H |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic concepts about curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.1-10 |
| 2 | The development of middle school mathematics teaching programs from past to the present | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.29-75 |
| 3 | The approach, content and the skills (which are expected to be improved) of current middle school mathematics curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.14-25 |
| 4 | Larning and sub-learning areas in the curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.15-22 |
| 5 | Distribution and limits of objectives according to the grade levels | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.77-85 |
| 6 | The relationship between the objectives of the curriculum with the other courses | Examination of examples related to science lesson in middle school mathematics textbooks. |
| 7 | The relationship among middle school mathematics teaching program, elementary school pathematics curriculum and high school mathematics curriculums | Investigation of primary, secondary and high school mathematics curricula |
| 8 | Methods, techniques, tools and materials used in middle school mathematics curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.151-181 |
| 9 | Methods, techniques, tools and materials used in middle school mathematics curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.151-181 |
| 10 | Measurement and evaluation approach in middle school mathematics curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , p.22 |
| 11 | Teacher quaifications | Look for information regarding teacher qualifications |
| 12 | Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels | Group work-Examining the textbooks at different grade levels and presenting the curriculum reflections as a group |
| 13 | Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels | Group work-Examining the textbooks at different grade levels and presenting the curriculum reflections as a group |
| 14 | Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels | Group work-Examining the books at different grade levels and presenting the curriculum reflections as a group |
| Resources |
| Ortaokul Matematik Öğretim Programları Tarihsel bir inceleme (2020). Editörler: Mehmet Fatih Özmantar, Hatice Akkoç, Bilge Kuşdemir Kayıran, Melike Özyurt. Pegem Akademi Yayını. |
| MEB Matematik Dersi Öğretim Programı http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=329 ) adresinden indirilebilir. Okullarda kullanılan matematik ders kitapları. |
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 | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 40 | 40 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 10 | 10 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 98 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(98/30) | 3 | |||||
| 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 |
|---|---|---|---|---|---|
| MIDDLE SCHOOL MATHEMATICS CURRICULA | İM2175480 | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Closed |
| Course Coordinator | Assist.Prof. Esra YEMENLİ |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | The aim of this course is to examine the curriculum in detail for students. The titles are as follows: Basic concepts related to curriculums; development of secondary school mathematics curriculums from the past to the present; approach, content, skills aimed at improving the current secondary school mathematics curriculum; learning and sub-learning areas; distribution and limits of gains by class, relationship with other courses; the relationship of the secondary school mathematics course curriculum with the elementary and high school mathematics course curriculums; methods, techniques, tools and materials used; measurement evaluation approach; teacher qualifications. |
| Course Content | This course contains; Basic concepts about curriculum,The development of middle school mathematics teaching programs from past to the present,The approach, content and the skills (which are expected to be improved) of current middle school mathematics curriculum,Larning and sub-learning areas in the curriculum,Distribution and limits of objectives according to the grade levels,The relationship between the objectives of the curriculum with the other courses,The relationship among middle school mathematics teaching program, elementary school pathematics curriculum and high school mathematics curriculums,Methods, techniques, tools and materials used in middle school mathematics curriculum,Methods, techniques, tools and materials used in middle school mathematics curriculum,Measurement and evaluation approach in middle school mathematics curriculum,Teacher quaifications,Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels,Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels,Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the development of middle school mathematics curriculum from past to present. | 10, 9 | A, F |
| Defines the approach, content and aimed skills of the current middle school mathematics curriculum. | 10, 16 | A, E |
| Lists the learning and sub-learning areas in the middle school mathematics curriculum. | 10, 16, 5 | E, F |
| Discusses the distribution of the learning objectives of the middle school mathematics curriculum among class levels. | 10, 16, 5 | E, F |
| Recognizes the methods, techniques, tools and materials used in the middle school mathematics curriculum. | 10, 16, 5 | A, F |
| Gains a critical perspective regarding the curriculum implemented in Turkey. | 10, 16, 9 | H |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic concepts about curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.1-10 |
| 2 | The development of middle school mathematics teaching programs from past to the present | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.29-75 |
| 3 | The approach, content and the skills (which are expected to be improved) of current middle school mathematics curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.14-25 |
| 4 | Larning and sub-learning areas in the curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.15-22 |
| 5 | Distribution and limits of objectives according to the grade levels | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.77-85 |
| 6 | The relationship between the objectives of the curriculum with the other courses | Examination of examples related to science lesson in middle school mathematics textbooks. |
| 7 | The relationship among middle school mathematics teaching program, elementary school pathematics curriculum and high school mathematics curriculums | Investigation of primary, secondary and high school mathematics curricula |
| 8 | Methods, techniques, tools and materials used in middle school mathematics curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.151-181 |
| 9 | Methods, techniques, tools and materials used in middle school mathematics curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , pp.151-181 |
| 10 | Measurement and evaluation approach in middle school mathematics curriculum | Özmantar, Akkoç, Kuşdemir Kayıran & Özyurt (2020) , p.22 |
| 11 | Teacher quaifications | Look for information regarding teacher qualifications |
| 12 | Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels | Group work-Examining the textbooks at different grade levels and presenting the curriculum reflections as a group |
| 13 | Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels | Group work-Examining the textbooks at different grade levels and presenting the curriculum reflections as a group |
| 14 | Analysis of the reflections of secondary school mathematics curriculum on textbooks at different grade levels | Group work-Examining the books at different grade levels and presenting the curriculum reflections as a group |
| Resources |
| Ortaokul Matematik Öğretim Programları Tarihsel bir inceleme (2020). Editörler: Mehmet Fatih Özmantar, Hatice Akkoç, Bilge Kuşdemir Kayıran, Melike Özyurt. Pegem Akademi Yayını. |
| MEB Matematik Dersi Öğretim Programı http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=329 ) adresinden indirilebilir. Okullarda kullanılan matematik ders kitapları. |
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 | |