Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MATHEMATICS DISORDERS: IDENTIFICATION and INTERVENTION | - | 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. Özge ÖZLÜ ÜNLÜ |
| Name of Lecturer(s) | Assist.Prof. Özge ÖZLÜ ÜNLÜ |
| Assistant(s) | |
| Aim | Within the scope of this course, It aims to provide students with basic information about math learning disabilities. |
| Course Content | This course contains; Mathematics and Learning Disabilities; Mathematical Development,Causes of a math learning disability, characteristics of children with math learning disability,Symptoms of math learning disability,Models for identifying individuals with math learning disability,Models for identifying individuals with math learning disability; Response to Intervention (RTL),Assessment of math learning disability,Research-based intervention method in math disabilitiy,Teaching strategies for math learning disability-1: Basic arithmetic operations and fluency,Teaching strategies for math learning disability-2: Concrete-Representational-Abstract Instructional Sequence and Touch -Math strategy,Teaching strategies for math learning disability-3: Schema-based instruction and Solve it! strategy,Teaching strategies for math learning disability-4: Problem solving with mnemonic strategies,Teaching strategies for math learning disability-5: Self-Regulation Strategies,Sample practices for math learning disability,Sample practices for math learning disability. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines learning disabilities and mathematics learning disabilities. | 10, 16, 9 | A |
| Explains the development of mathematics in learning difficulties and the causes of mathematics learning disabilities. | 10, 16, 9 | A |
| Describe the diagnostic criteria and evaluation process for mathematics learning disabilities. | 10, 16, 9 | A |
| Defines research-based intervention methods in mathematics learning disabilities. | 15, 16, 37, 9 | A |
| Teaching Methods: | 10: Discussion Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Mathematics and Learning Disabilities; Mathematical Development | Melekoğlu ve Çakıroğlu, (2018), Part 9, s. 239-274. |
| 2 | Causes of a math learning disability, characteristics of children with math learning disability | Melekoğlu ve Çakıroğlu, (2018), Bölüm 1, s.1-32; Bölüm 9, s. 239-274; Melekoğlu (2022) Bölüm 1, s.2-19 |
| 3 | Symptoms of math learning disability | Melekoğlu ve Çakıroğlu, (2018), Bölüm 3, s. 61-84. Melekoğlu (2022) Bölüm 2, s.22-40. |
| 4 | Models for identifying individuals with math learning disability | Melekoğlu (2022) Part 3, s.44-63. |
| 5 | Models for identifying individuals with math learning disability; Response to Intervention (RTL) | Melekoğlu (2022) Part 3, s.44-63. Melekoğlu ve Çakıroğlu, (2018), Part 5, s.109-132. Melekoğlu ve Çakıroğlu, (2018), Part 9, s.239-274. |
| 6 | Assessment of math learning disability | Melekoğlu (2022) Part 4, s.66-97. |
| 7 | Research-based intervention method in math disabilitiy | Melekoğlu ve Çakıroğlu, (2018), Part 9, s. 239-274. |
| 8 | Teaching strategies for math learning disability-1: Basic arithmetic operations and fluency | Melekoğlu ve Çakıroğlu, (2018), Part 6, s. 128-154. Özmen (ed) (2017), Öğrenme Güçlüğü Sınıf içi Destek Kitabı IV |
| 9 | Teaching strategies for math learning disability-2: Concrete-Representational-Abstract Instructional Sequence and Touch -Math strategy | Melekoğlu ve Çakıroğlu, (2018), Part 7, s. 158-201. Özmen (ed) (2017), Öğrenme Güçlüğü Sınıf içi Destek Kitabı IV |
| 10 | Teaching strategies for math learning disability-3: Schema-based instruction and Solve it! strategy | Melekoğlu ve Çakıroğlu, (2018), Part 8, s. 201-235. Özmen (ed) (2017), Öğrenme Güçlüğü Sınıf içi Destek Kitabı IV |
| 11 | Teaching strategies for math learning disability-4: Problem solving with mnemonic strategies | Melekoğlu ve Çakıroğlu, (2018), Part 10, s.264-288. Özmen (ed) (2017), Öğrenme Güçlüğü Sınıf içi Destek Kitabı V |
| 12 | Teaching strategies for math learning disability-5: Self-Regulation Strategies | Özmen (ed) (2017), Öğrenme Güçlüğü Sınıf içi Destek Kitabı V |
| 13 | Sample practices for math learning disability | Özmen (ed) (2017), Öğrenme Güçlüğü Sınıf içi Destek Kitabı V |
| 14 | Sample practices for math learning disability | Özmen (ed) (2017), Öğrenme Güçlüğü Sınıf içi Destek Kitabı V |
| Resources |
| Yıkmış, A. (2005). Etkileşime Dayalı Matematik Öğretimi. Ankara: Kök Yayıncılık. Özmen (ed) (2017), Öğrenme Güçlüğü Sınıf içi Destek Kitapları Melekoğlu, M. A ve Çakıroğlu, O. (2017). Özel öğrenme güçlüğü olan çocuklar, Vize Yayıncılık. |
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 | 2 | 28 | |||
| 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 | 1 | 20 | 20 | |||
| Midterm Exam | 1 | 25 | 25 | |||
| General Exam | 1 | 25 | 25 | |||
| 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 |
|---|---|---|---|---|---|
| MATHEMATICS DISORDERS: IDENTIFICATION and INTERVENTION | - | 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. Özge ÖZLÜ ÜNLÜ |
| Name of Lecturer(s) | Assist.Prof. Özge ÖZLÜ ÜNLÜ |
| Assistant(s) | |
| Aim | Within the scope of this course, It aims to provide students with basic information about math learning disabilities. |
| Course Content | This course contains; Mathematics and Learning Disabilities; Mathematical Development,Causes of a math learning disability, characteristics of children with math learning disability,Symptoms of math learning disability,Models for identifying individuals with math learning disability,Models for identifying individuals with math learning disability; Response to Intervention (RTL),Assessment of math learning disability,Research-based intervention method in math disabilitiy,Teaching strategies for math learning disability-1: Basic arithmetic operations and fluency,Teaching strategies for math learning disability-2: Concrete-Representational-Abstract Instructional Sequence and Touch -Math strategy,Teaching strategies for math learning disability-3: Schema-based instruction and Solve it! strategy,Teaching strategies for math learning disability-4: Problem solving with mnemonic strategies,Teaching strategies for math learning disability-5: Self-Regulation Strategies,Sample practices for math learning disability,Sample practices for math learning disability. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines learning disabilities and mathematics learning disabilities. | 10, 16, 9 | A |
| Explains the development of mathematics in learning difficulties and the causes of mathematics learning disabilities. | 10, 16, 9 | A |
| Describe the diagnostic criteria and evaluation process for mathematics learning disabilities. | 10, 16, 9 | A |
| Defines research-based intervention methods in mathematics learning disabilities. | 15, 16, 37, 9 | A |
| Teaching Methods: | 10: Discussion Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Mathematics and Learning Disabilities; Mathematical Development | Melekoğlu ve Çakıroğlu, (2018), Part 9, s. 239-274. |
| 2 | Causes of a math learning disability, characteristics of children with math learning disability | Melekoğlu ve Çakıroğlu, (2018), Bölüm 1, s.1-32; Bölüm 9, s. 239-274; Melekoğlu (2022) Bölüm 1, s.2-19 |
| 3 | Symptoms of math learning disability | Melekoğlu ve Çakıroğlu, (2018), Bölüm 3, s. 61-84. Melekoğlu (2022) Bölüm 2, s.22-40. |
| 4 | Models for identifying individuals with math learning disability | Melekoğlu (2022) Part 3, s.44-63. |
| 5 | Models for identifying individuals with math learning disability; Response to Intervention (RTL) | Melekoğlu (2022) Part 3, s.44-63. Melekoğlu ve Çakıroğlu, (2018), Part 5, s.109-132. Melekoğlu ve Çakıroğlu, (2018), Part 9, s.239-274. |
| 6 | Assessment of math learning disability | Melekoğlu (2022) Part 4, s.66-97. |
| 7 | Research-based intervention method in math disabilitiy | Melekoğlu ve Çakıroğlu, (2018), Part 9, s. 239-274. |
| 8 | Teaching strategies for math learning disability-1: Basic arithmetic operations and fluency | Melekoğlu ve Çakıroğlu, (2018), Part 6, s. 128-154. Özmen (ed) (2017), Öğrenme Güçlüğü Sınıf içi Destek Kitabı IV |
| 9 | Teaching strategies for math learning disability-2: Concrete-Representational-Abstract Instructional Sequence and Touch -Math strategy | Melekoğlu ve Çakıroğlu, (2018), Part 7, s. 158-201. Özmen (ed) (2017), Öğrenme Güçlüğü Sınıf içi Destek Kitabı IV |
| 10 | Teaching strategies for math learning disability-3: Schema-based instruction and Solve it! strategy | Melekoğlu ve Çakıroğlu, (2018), Part 8, s. 201-235. Özmen (ed) (2017), Öğrenme Güçlüğü Sınıf içi Destek Kitabı IV |
| 11 | Teaching strategies for math learning disability-4: Problem solving with mnemonic strategies | Melekoğlu ve Çakıroğlu, (2018), Part 10, s.264-288. Özmen (ed) (2017), Öğrenme Güçlüğü Sınıf içi Destek Kitabı V |
| 12 | Teaching strategies for math learning disability-5: Self-Regulation Strategies | Özmen (ed) (2017), Öğrenme Güçlüğü Sınıf içi Destek Kitabı V |
| 13 | Sample practices for math learning disability | Özmen (ed) (2017), Öğrenme Güçlüğü Sınıf içi Destek Kitabı V |
| 14 | Sample practices for math learning disability | Özmen (ed) (2017), Öğrenme Güçlüğü Sınıf içi Destek Kitabı V |
| Resources |
| Yıkmış, A. (2005). Etkileşime Dayalı Matematik Öğretimi. Ankara: Kök Yayıncılık. Özmen (ed) (2017), Öğrenme Güçlüğü Sınıf içi Destek Kitapları Melekoğlu, M. A ve Çakıroğlu, O. (2017). Özel öğrenme güçlüğü olan çocuklar, Vize Yayıncılık. |
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 | |