Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DESIGNING MATERIALS in MATHEMATICS EDUCATION | İM3211014 | 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. Damla SÖNMEZ |
| Assistant(s) | |
| Aim | This course aims to enable students to explain concepts related to instructional technology; describe the characteristics of various instructional technologies; explain the planning and implementation of appropriate technology; and describe the development of two- or three-dimensional materials using instructional technologies. |
| Course Content | This course contains; Concepts related to instructional technology (concepts of education, instruction, tool, technology, and material),The role and use of instructional technologies in the instructional process,Characteristics of various instructional technologies (design principles and elements; principles for the design and development of materials to be used in teaching the subject area),Determining the technology needs of the school or classroom,Carrying out appropriate technology planning and implementation,Development of two- and three-dimensional materials and instructional aids (worksheets) through instructional technologies,Activity design, overhead transparencies, slides, visual media (VCD, DVD) materials, computer-based materials),Examination of the different materials present in the area,Examination of educational software,Evaluation of teaching materials of various types,Internet and Distance Education,Visual design principles,Research on the effectiveness of instructional materials,The state of instructional technology usage in Türkiye and worldwide. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains instructional technologies. | 9 | A, F |
| Explains the technology needs of the school or classroom. | 9 | A, F |
| Explains the materials available in the field. | 9 | A, F |
| Teaching Methods: | 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Concepts related to instructional technology (concepts of education, instruction, tool, technology, and material) | [1], [2], [3], [4], [5], [6], [7] |
| 2 | The role and use of instructional technologies in the instructional process | [1], [2], [3], [4], [5], [6], [7] |
| 3 | Characteristics of various instructional technologies (design principles and elements; principles for the design and development of materials to be used in teaching the subject area) | [1], [2], [3], [4], [5], [6], [7] |
| 4 | Determining the technology needs of the school or classroom | [1], [2], [3], [4], [5], [6], [7] |
| 5 | Carrying out appropriate technology planning and implementation | [1], [2], [3], [4], [5], [6], [7] |
| 6 | Development of two- and three-dimensional materials and instructional aids (worksheets) through instructional technologies | [1], [2], [3], [4], [5], [6], [7] |
| 7 | Activity design, overhead transparencies, slides, visual media (VCD, DVD) materials, computer-based materials) | [1], [2], [3], [4], [5], [6], [7] |
| 8 | Examination of the different materials present in the area | [1], [2], [3], [4], [5], [6], [7] |
| 9 | Examination of educational software | [1], [2], [3], [4], [5], [6], [7] |
| 10 | Evaluation of teaching materials of various types | [1], [2], [3], [4], [5], [6], [7] |
| 11 | Internet and Distance Education | [1], [2], [3], [4], [5], [6], [7] |
| 12 | Visual design principles | [1], [2], [3], [4], [5], [6], [7] |
| 13 | Research on the effectiveness of instructional materials | [1], [2], [3], [4], [5], [6], [7] |
| 14 | The state of instructional technology usage in Türkiye and worldwide | [1], [2], [3], [4], [5], [6], [7] |
| Resources |
| [1] Tapan-Broutin, M. S. ve Şahin, H. B. (Latest edition). Material Design in Mathematics Education and Sample Materials. Nobel Publishing House. [2] Bahadır, E. (Latest edition). Material Design in Mathematics Teaching. Eğitim Kitabevi Publications. [3] Sarpkaya-Aktaş, G. (En son basım). (Latest edition). Concrete Materials and Their Designs in Mathematics Teaching. Pegem Publications. [4] Yalın, H. İ. (Latest edition). Instructional Technologies and Material Development. Nobel Publishing and Distribution. [5] Demirel, Ö. ve Altun, E. (En son basım). Instructional Technologies and Material Design – Pegem Publishing. [6] Akkoyunlu, B. (Latest edition). Use of the internet in education for teachers and prospective teachers. Istanbul: BİTAV and CEREN Publishing and Distribution. [7] Ergin, A. (Latest edition). Instructional technology and communication. Anı Publishing. |
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 | 30 | 2 | 60 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 15 | 30 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 5 | 5 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 105 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(105/30) | 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 |
|---|---|---|---|---|---|
| DESIGNING MATERIALS in MATHEMATICS EDUCATION | İM3211014 | 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. Damla SÖNMEZ |
| Assistant(s) | |
| Aim | This course aims to enable students to explain concepts related to instructional technology; describe the characteristics of various instructional technologies; explain the planning and implementation of appropriate technology; and describe the development of two- or three-dimensional materials using instructional technologies. |
| Course Content | This course contains; Concepts related to instructional technology (concepts of education, instruction, tool, technology, and material),The role and use of instructional technologies in the instructional process,Characteristics of various instructional technologies (design principles and elements; principles for the design and development of materials to be used in teaching the subject area),Determining the technology needs of the school or classroom,Carrying out appropriate technology planning and implementation,Development of two- and three-dimensional materials and instructional aids (worksheets) through instructional technologies,Activity design, overhead transparencies, slides, visual media (VCD, DVD) materials, computer-based materials),Examination of the different materials present in the area,Examination of educational software,Evaluation of teaching materials of various types,Internet and Distance Education,Visual design principles,Research on the effectiveness of instructional materials,The state of instructional technology usage in Türkiye and worldwide. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains instructional technologies. | 9 | A, F |
| Explains the technology needs of the school or classroom. | 9 | A, F |
| Explains the materials available in the field. | 9 | A, F |
| Teaching Methods: | 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Concepts related to instructional technology (concepts of education, instruction, tool, technology, and material) | [1], [2], [3], [4], [5], [6], [7] |
| 2 | The role and use of instructional technologies in the instructional process | [1], [2], [3], [4], [5], [6], [7] |
| 3 | Characteristics of various instructional technologies (design principles and elements; principles for the design and development of materials to be used in teaching the subject area) | [1], [2], [3], [4], [5], [6], [7] |
| 4 | Determining the technology needs of the school or classroom | [1], [2], [3], [4], [5], [6], [7] |
| 5 | Carrying out appropriate technology planning and implementation | [1], [2], [3], [4], [5], [6], [7] |
| 6 | Development of two- and three-dimensional materials and instructional aids (worksheets) through instructional technologies | [1], [2], [3], [4], [5], [6], [7] |
| 7 | Activity design, overhead transparencies, slides, visual media (VCD, DVD) materials, computer-based materials) | [1], [2], [3], [4], [5], [6], [7] |
| 8 | Examination of the different materials present in the area | [1], [2], [3], [4], [5], [6], [7] |
| 9 | Examination of educational software | [1], [2], [3], [4], [5], [6], [7] |
| 10 | Evaluation of teaching materials of various types | [1], [2], [3], [4], [5], [6], [7] |
| 11 | Internet and Distance Education | [1], [2], [3], [4], [5], [6], [7] |
| 12 | Visual design principles | [1], [2], [3], [4], [5], [6], [7] |
| 13 | Research on the effectiveness of instructional materials | [1], [2], [3], [4], [5], [6], [7] |
| 14 | The state of instructional technology usage in Türkiye and worldwide | [1], [2], [3], [4], [5], [6], [7] |
| Resources |
| [1] Tapan-Broutin, M. S. ve Şahin, H. B. (Latest edition). Material Design in Mathematics Education and Sample Materials. Nobel Publishing House. [2] Bahadır, E. (Latest edition). Material Design in Mathematics Teaching. Eğitim Kitabevi Publications. [3] Sarpkaya-Aktaş, G. (En son basım). (Latest edition). Concrete Materials and Their Designs in Mathematics Teaching. Pegem Publications. [4] Yalın, H. İ. (Latest edition). Instructional Technologies and Material Development. Nobel Publishing and Distribution. [5] Demirel, Ö. ve Altun, E. (En son basım). Instructional Technologies and Material Design – Pegem Publishing. [6] Akkoyunlu, B. (Latest edition). Use of the internet in education for teachers and prospective teachers. Istanbul: BİTAV and CEREN Publishing and Distribution. [7] Ergin, A. (Latest edition). Instructional technology and communication. Anı Publishing. |
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 | |