Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| GEOMETRY and MEASUREMENT TEACHING | İM3216396 | Spring 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. Figen BOZKUŞ |
| Name of Lecturer(s) | Assist.Prof. Figen BOZKUŞ |
| Assistant(s) | |
| Aim | In this course, students are intended to explain fundamental concepts related to geometry and measurement; describe how to organize the course content for geometry and measurement topics; explain how to prepare appropriate teaching materials and strategies; and explain the misconceptions experienced by middle school students. |
| Course Content | This course contains; Historical Development of Geometry and Different Geometries,Geometry Teaching,Development and Importance of Geometric Thinking,Concepts of Basic Geometric, Concept of Angle and Teaching,Triangles and Teaching,Teaching Congruence-Similarity in Geometry,Concept of Quadrilateral and Teaching,Polygons and Teaching,Concept of Circle and Teaching,Measurement Teaching (Length and Time),Measurement Teaching (Area and Volume),Teaching Geometric Objects (Prism and Cylinder),Teaching Geometric Objects (Cone and Pyramid),Transformation Geometry and Teaching, Concept of Projection and Teaching. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the Van Hiele levels of geometry thinking. | 9 | C, E |
| Explains the differences between geometric objects. | 9 | C, E |
| Explains the nature of measurement and its importance in mathematics education. | 9 | C, E |
| Explains transformation geometry movements. | 9 | C, E |
| Explains the relationship between equality and similarity with examples. | 9 | C, E |
| Explains the relationships between measuring length, area and volume. | 9 | C, E |
| Teaching Methods: | 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Historical Development of Geometry and Different Geometries | Reading from the specified primary sources |
| 2 | Geometry Teaching | Reading from the specified primary sources |
| 3 | Development and Importance of Geometric Thinking | Reading from the specified primary sources |
| 4 | Concepts of Basic Geometric, Concept of Angle and Teaching | Reading from the specified primary sources |
| 5 | Triangles and Teaching | Reading from the specified primary sources |
| 6 | Teaching Congruence-Similarity in Geometry | Reading from the specified primary sources |
| 7 | Concept of Quadrilateral and Teaching | Reading from the specified primary sources |
| 8 | Polygons and Teaching | Reading from the specified primary sources |
| 9 | Concept of Circle and Teaching | Reading from the specified primary sources |
| 10 | Measurement Teaching (Length and Time) | Reading from the specified primary sources |
| 11 | Measurement Teaching (Area and Volume) | Reading from the specified primary sources |
| 12 | Teaching Geometric Objects (Prism and Cylinder) | Reading from the specified primary sources |
| 13 | Teaching Geometric Objects (Cone and Pyramid) | Reading from the specified primary sources |
| 14 | Transformation Geometry and Teaching, Concept of Projection and Teaching | Reading from the specified primary sources |
| Resources |
| [1] Ertekin, E., & Ünlü, M. Geometri ve Ölçme Öğretimi: Tanımlar, Kavramlar ve Etkinlikler. Pegem Akademik Yayıncılık. (Last Edition) [2] 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) [3] MEB. Matematik öğretim programı. (Current program) [4] Şimşek, E., & Yücekaya, G. (2014). Dinamik geometri yazılımı ile öğretimin ilköğretim 6. sınıf öğrencilerinin uzamsal yeteneklerine etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 15(1), 65-80. [5] Öztürk, T., & Demirel, D. (2023). Öğretmen adaylarının alan bilgisinin öğrenci hataları bağlamında değerlendirilmesi: Geometri ve ölçme. Cumhuriyet Uluslararası Eğitim Dergisi, 12(2), 462-476. |
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 | 3 | 42 | |||
| Guided Problem Solving | 3 | 9 | 27 | |||
| Resolution of Homework Problems and Submission as a Report | 5 | 3 | 15 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 5 | 2 | 10 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 12 | 12 | |||
| General Exam | 1 | 15 | 15 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 121 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(121/30) | 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 |
|---|---|---|---|---|---|
| GEOMETRY and MEASUREMENT TEACHING | İM3216396 | Spring 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. Figen BOZKUŞ |
| Name of Lecturer(s) | Assist.Prof. Figen BOZKUŞ |
| Assistant(s) | |
| Aim | In this course, students are intended to explain fundamental concepts related to geometry and measurement; describe how to organize the course content for geometry and measurement topics; explain how to prepare appropriate teaching materials and strategies; and explain the misconceptions experienced by middle school students. |
| Course Content | This course contains; Historical Development of Geometry and Different Geometries,Geometry Teaching,Development and Importance of Geometric Thinking,Concepts of Basic Geometric, Concept of Angle and Teaching,Triangles and Teaching,Teaching Congruence-Similarity in Geometry,Concept of Quadrilateral and Teaching,Polygons and Teaching,Concept of Circle and Teaching,Measurement Teaching (Length and Time),Measurement Teaching (Area and Volume),Teaching Geometric Objects (Prism and Cylinder),Teaching Geometric Objects (Cone and Pyramid),Transformation Geometry and Teaching, Concept of Projection and Teaching. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the Van Hiele levels of geometry thinking. | 9 | C, E |
| Explains the differences between geometric objects. | 9 | C, E |
| Explains the nature of measurement and its importance in mathematics education. | 9 | C, E |
| Explains transformation geometry movements. | 9 | C, E |
| Explains the relationship between equality and similarity with examples. | 9 | C, E |
| Explains the relationships between measuring length, area and volume. | 9 | C, E |
| Teaching Methods: | 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Historical Development of Geometry and Different Geometries | Reading from the specified primary sources |
| 2 | Geometry Teaching | Reading from the specified primary sources |
| 3 | Development and Importance of Geometric Thinking | Reading from the specified primary sources |
| 4 | Concepts of Basic Geometric, Concept of Angle and Teaching | Reading from the specified primary sources |
| 5 | Triangles and Teaching | Reading from the specified primary sources |
| 6 | Teaching Congruence-Similarity in Geometry | Reading from the specified primary sources |
| 7 | Concept of Quadrilateral and Teaching | Reading from the specified primary sources |
| 8 | Polygons and Teaching | Reading from the specified primary sources |
| 9 | Concept of Circle and Teaching | Reading from the specified primary sources |
| 10 | Measurement Teaching (Length and Time) | Reading from the specified primary sources |
| 11 | Measurement Teaching (Area and Volume) | Reading from the specified primary sources |
| 12 | Teaching Geometric Objects (Prism and Cylinder) | Reading from the specified primary sources |
| 13 | Teaching Geometric Objects (Cone and Pyramid) | Reading from the specified primary sources |
| 14 | Transformation Geometry and Teaching, Concept of Projection and Teaching | Reading from the specified primary sources |
| Resources |
| [1] Ertekin, E., & Ünlü, M. Geometri ve Ölçme Öğretimi: Tanımlar, Kavramlar ve Etkinlikler. Pegem Akademik Yayıncılık. (Last Edition) [2] 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) [3] MEB. Matematik öğretim programı. (Current program) [4] Şimşek, E., & Yücekaya, G. (2014). Dinamik geometri yazılımı ile öğretimin ilköğretim 6. sınıf öğrencilerinin uzamsal yeteneklerine etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 15(1), 65-80. [5] Öztürk, T., & Demirel, D. (2023). Öğretmen adaylarının alan bilgisinin öğrenci hataları bağlamında değerlendirilmesi: Geometri ve ölçme. Cumhuriyet Uluslararası Eğitim Dergisi, 12(2), 462-476. |
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 | |