Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING MATHS in SPECIAL EDUCATION | - | Fall Semester | 3+0 | 3 | 3 |
| 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. Özge ÖZLÜ ÜNLÜ |
| Name of Lecturer(s) | Assist.Prof. Özge ÖZLÜ ÜNLÜ |
| Assistant(s) | |
| Aim | Within the scope of this course, It is aimed to provide students with knowledge and skills regarding teaching mathematical skills and concepts to students with special needs, determining the educational needs of students, and planning, implementing and evaluating education according to the determined needs. |
| Course Content | This course contains; Content (learning domains) and process (skill) standards in mathematics teaching and factors affecting mathematics teaching of students with special needs.,Development of assessment and criterion-dependent tests in mathematics teaching,The importance and practice of operation and error analysis in mathematics teaching,Approaches used in teaching mathematics to students with special needs: Direct teaching method and Concrete Representational Abstract Strategy,Approaches used in teaching mathematics to students with special needs: Direct teaching method.,Approaches used in teaching mathematics to students with special needs: Touch Math Technique,Teaching pre-number concepts to students with special needs,Teaching number concept and counting skills to students with special needs,Teaching the concept of place value to individuals with special needs,Teaching addition and subtraction to individuals with special needs,Teaching addition and subtraction to individuals with special needs,Teaching multiplication and division to individuals with special needs,Teaching multiplication and division to individuals with special needs,Adaptations for teaching mathematics in inclusion classrooms; evidence based practice in teaching mathematics. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Describes the basic concepts of mathematics, the necessity of the course, its scope, aims and principles. | 10, 16, 9 | A |
| Explains the assessment methods for evaluating the mathematical concepts and skills of students with special needs. | 10, 16, 9 | A |
| Defines the methods and techniques used in teaching mathematics to students with special needs. | 15, 16, 37, 6, 9 | A |
| Designs a teaching plan for teaching subjects in mathematics learning areas for students with special needs. | 15, 16, 37, 6, 9 | A |
| Teaching Methods: | 10: Discussion Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Content (learning domains) and process (skill) standards in mathematics teaching and factors affecting mathematics teaching of students with special needs. | Gürsel (ed) (2017) Part 1, s.1-22. |
| 2 | Development of assessment and criterion-dependent tests in mathematics teaching | Gürsel (ed) (2017) Part 2, s. 23-54. |
| 3 | The importance and practice of operation and error analysis in mathematics teaching | Gürsel (ed) (2017) Part 2, s. 23-54. |
| 4 | Approaches used in teaching mathematics to students with special needs: Direct teaching method and Concrete Representational Abstract Strategy | Gürsel (ed) (2017) Part 4, s. 83-116. |
| 5 | Approaches used in teaching mathematics to students with special needs: Direct teaching method. | Yıkmış (2015) Part 1, s. 7-27. |
| 6 | Approaches used in teaching mathematics to students with special needs: Touch Math Technique | Gürsel (ed) (2017) Part 5, s. 117-140. |
| 7 | Teaching pre-number concepts to students with special needs | Gürsel (ed) (2017) Part 8, s. 207-238. |
| 8 | Teaching number concept and counting skills to students with special needs | Yıkmış (2015) Part 2, s. 49-53. |
| 9 | Teaching the concept of place value to individuals with special needs | Gürsel (ed) (2017), Part 9-10, s. 239-310; Yıkmış, (2015), Part 2, s 62-85. |
| 10 | Teaching addition and subtraction to individuals with special needs | Gürsel (ed) (2017), Part 11-12, s. 311-366; Yıkmış, (2015), Part 2, s 86-95. |
| 11 | Teaching addition and subtraction to individuals with special needs | Gürsel (ed) (2017), Part 6, s. 141-165. |
| 12 | Teaching multiplication and division to individuals with special needs | Gürsel (ed) (2017), Part 13, s. 367-404; Yıkmış, (2015), Part 2, s 96-104. |
| 13 | Teaching multiplication and division to individuals with special needs | Gürsel (ed) (2017), Part 14, s. 405-444; Yıkmış, (2015), Part 2, s 44-48. |
| 14 | Adaptations for teaching mathematics in inclusion classrooms; evidence based practice in teaching mathematics | Gürsel (ed) (2017) Part 5, s. 117-140. |
| Resources |
| *Altun. M.(2000) Matematik Öğretimi. 8. Baskı, Bursa, Alfa Yayınları. *Baykul, Y.(2001) İlöğretimde Matematik Öğretimi. Ankara, Elit Yayıcılık. *Baykul, Y., ve P. Aşkar. (1982). Matematik Öğretimi "Özel Öğretim Yöntemleri" Ana. Üni. Açıköğretim Fakültesi Yayınları No: 94 Ankara, *Baykul, Yaşar. (1997). İlköğretimde Matematik Öğretimi. Elit Yayıncılık, Ankara, *Baykul, Yaşar. (2001). İlköğretimde Matematik Öğretim. İlköğretimde Etkili Öğretme ve Öğrenme Öğretmen El Kitabı. Modül 6., MEB. Ankara, *Erdener, Sabahattin. İlkokul Matematik Kılavuzu. M.E. Basımevi, İstanbul, 1970. *Gürsel, Oğuz. (2010) Matematik Öğretimi. (Editör, İbrahim H. Diken) İlköğretimde Kaynaştırma. Pegem Akademi, Ankara. *Gürsel, Oğuz. (1993). Zihinsel Engelli Çocukların Doğal Sayıları Gerçek Nesneleri Kullanarak Eşleme, Resimleri İşaret Ederek Gösterme, Rakamlar Gösterildiğinde Söyleme Becerilerinin Gerçekleştirilmesinde Bireyselleştirilmiş Öğretim Materyalinin Basamaklandırılmış Yöntemle Sunulmasının Etkililiği. Anadolu Üniversitesi Sosyal Bilimler Enstitüsü. Eskişehir, *Gürsel, Oğuz. (2017) Özel Gereksinimli Öğrencilere Matematik Beceri ve Kavramlarının Öğretimini Planlama ve Uygulama. (Editör, Oğuz Gürsel) İlköğretimde Kaynaştırma. Vize Yayıncılık, Ankara. *Milli Eğitim Bakanlığı. (2005). İlköğretim Matematik Dersi Öğretim Programı ve Kılavuzu (1-5 Sınıflar), Devlet Kitapları Müdürlüğü, Ankara. *Oklun, S. ve Z. Toluk. İlköğretimde Etkinlik Temelli Matematik Öğretimi. Anı Yayıncılık, Ankara, 2003. *Yıkmış, Ahmet. (2005). Etkileşime Dayalı Matematik Öğretimi. Kök Yayıncılık, Ankara. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | 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 | 14 | 3 | 42 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 5 | 5 | |||
| Term Project | 1 | 2 | 2 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 89 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(89/30) | 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 |
|---|---|---|---|---|---|
| TEACHING MATHS in SPECIAL EDUCATION | - | Fall Semester | 3+0 | 3 | 3 |
| 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. Özge ÖZLÜ ÜNLÜ |
| Name of Lecturer(s) | Assist.Prof. Özge ÖZLÜ ÜNLÜ |
| Assistant(s) | |
| Aim | Within the scope of this course, It is aimed to provide students with knowledge and skills regarding teaching mathematical skills and concepts to students with special needs, determining the educational needs of students, and planning, implementing and evaluating education according to the determined needs. |
| Course Content | This course contains; Content (learning domains) and process (skill) standards in mathematics teaching and factors affecting mathematics teaching of students with special needs.,Development of assessment and criterion-dependent tests in mathematics teaching,The importance and practice of operation and error analysis in mathematics teaching,Approaches used in teaching mathematics to students with special needs: Direct teaching method and Concrete Representational Abstract Strategy,Approaches used in teaching mathematics to students with special needs: Direct teaching method.,Approaches used in teaching mathematics to students with special needs: Touch Math Technique,Teaching pre-number concepts to students with special needs,Teaching number concept and counting skills to students with special needs,Teaching the concept of place value to individuals with special needs,Teaching addition and subtraction to individuals with special needs,Teaching addition and subtraction to individuals with special needs,Teaching multiplication and division to individuals with special needs,Teaching multiplication and division to individuals with special needs,Adaptations for teaching mathematics in inclusion classrooms; evidence based practice in teaching mathematics. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Describes the basic concepts of mathematics, the necessity of the course, its scope, aims and principles. | 10, 16, 9 | A |
| Explains the assessment methods for evaluating the mathematical concepts and skills of students with special needs. | 10, 16, 9 | A |
| Defines the methods and techniques used in teaching mathematics to students with special needs. | 15, 16, 37, 6, 9 | A |
| Designs a teaching plan for teaching subjects in mathematics learning areas for students with special needs. | 15, 16, 37, 6, 9 | A |
| Teaching Methods: | 10: Discussion Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Content (learning domains) and process (skill) standards in mathematics teaching and factors affecting mathematics teaching of students with special needs. | Gürsel (ed) (2017) Part 1, s.1-22. |
| 2 | Development of assessment and criterion-dependent tests in mathematics teaching | Gürsel (ed) (2017) Part 2, s. 23-54. |
| 3 | The importance and practice of operation and error analysis in mathematics teaching | Gürsel (ed) (2017) Part 2, s. 23-54. |
| 4 | Approaches used in teaching mathematics to students with special needs: Direct teaching method and Concrete Representational Abstract Strategy | Gürsel (ed) (2017) Part 4, s. 83-116. |
| 5 | Approaches used in teaching mathematics to students with special needs: Direct teaching method. | Yıkmış (2015) Part 1, s. 7-27. |
| 6 | Approaches used in teaching mathematics to students with special needs: Touch Math Technique | Gürsel (ed) (2017) Part 5, s. 117-140. |
| 7 | Teaching pre-number concepts to students with special needs | Gürsel (ed) (2017) Part 8, s. 207-238. |
| 8 | Teaching number concept and counting skills to students with special needs | Yıkmış (2015) Part 2, s. 49-53. |
| 9 | Teaching the concept of place value to individuals with special needs | Gürsel (ed) (2017), Part 9-10, s. 239-310; Yıkmış, (2015), Part 2, s 62-85. |
| 10 | Teaching addition and subtraction to individuals with special needs | Gürsel (ed) (2017), Part 11-12, s. 311-366; Yıkmış, (2015), Part 2, s 86-95. |
| 11 | Teaching addition and subtraction to individuals with special needs | Gürsel (ed) (2017), Part 6, s. 141-165. |
| 12 | Teaching multiplication and division to individuals with special needs | Gürsel (ed) (2017), Part 13, s. 367-404; Yıkmış, (2015), Part 2, s 96-104. |
| 13 | Teaching multiplication and division to individuals with special needs | Gürsel (ed) (2017), Part 14, s. 405-444; Yıkmış, (2015), Part 2, s 44-48. |
| 14 | Adaptations for teaching mathematics in inclusion classrooms; evidence based practice in teaching mathematics | Gürsel (ed) (2017) Part 5, s. 117-140. |
| Resources |
| *Altun. M.(2000) Matematik Öğretimi. 8. Baskı, Bursa, Alfa Yayınları. *Baykul, Y.(2001) İlöğretimde Matematik Öğretimi. Ankara, Elit Yayıcılık. *Baykul, Y., ve P. Aşkar. (1982). Matematik Öğretimi "Özel Öğretim Yöntemleri" Ana. Üni. Açıköğretim Fakültesi Yayınları No: 94 Ankara, *Baykul, Yaşar. (1997). İlköğretimde Matematik Öğretimi. Elit Yayıncılık, Ankara, *Baykul, Yaşar. (2001). İlköğretimde Matematik Öğretim. İlköğretimde Etkili Öğretme ve Öğrenme Öğretmen El Kitabı. Modül 6., MEB. Ankara, *Erdener, Sabahattin. İlkokul Matematik Kılavuzu. M.E. Basımevi, İstanbul, 1970. *Gürsel, Oğuz. (2010) Matematik Öğretimi. (Editör, İbrahim H. Diken) İlköğretimde Kaynaştırma. Pegem Akademi, Ankara. *Gürsel, Oğuz. (1993). Zihinsel Engelli Çocukların Doğal Sayıları Gerçek Nesneleri Kullanarak Eşleme, Resimleri İşaret Ederek Gösterme, Rakamlar Gösterildiğinde Söyleme Becerilerinin Gerçekleştirilmesinde Bireyselleştirilmiş Öğretim Materyalinin Basamaklandırılmış Yöntemle Sunulmasının Etkililiği. Anadolu Üniversitesi Sosyal Bilimler Enstitüsü. Eskişehir, *Gürsel, Oğuz. (2017) Özel Gereksinimli Öğrencilere Matematik Beceri ve Kavramlarının Öğretimini Planlama ve Uygulama. (Editör, Oğuz Gürsel) İlköğretimde Kaynaştırma. Vize Yayıncılık, Ankara. *Milli Eğitim Bakanlığı. (2005). İlköğretim Matematik Dersi Öğretim Programı ve Kılavuzu (1-5 Sınıflar), Devlet Kitapları Müdürlüğü, Ankara. *Oklun, S. ve Z. Toluk. İlköğretimde Etkinlik Temelli Matematik Öğretimi. Anı Yayıncılık, Ankara, 2003. *Yıkmış, Ahmet. (2005). Etkileşime Dayalı Matematik Öğretimi. Kök Yayıncılık, Ankara. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |