Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING MATHS in SPECIAL EDUCATION | ÖE3176390 | Fall Semester | 3+0 | 3 | 4 |
| 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. |
| Course Learning Outcomes | 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 | It compares theories of development and learning in the field of special education. | X | |||||
| 2 | Explains national legislation and education policies related to special education in the context of professional practice. | ||||||
| 3 | Explains assessment processes and data-driven decision-making approaches in special education. | ||||||
| 4 | Explains the developmental characteristics and educational needs of individuals with special needs in accordance with theoretical foundations. | X | |||||
| 5 | Designs teaching/technological materials appropriate to student needs. | ||||||
| 6 | It adapts the general education program in terms of content, process, environment and assessment in line with inclusive education principles. | ||||||
| 7 | Develops an Individualized Education Program (IEP) based on student performance. | X | |||||
| 8 | Conducts functional behavior assessment and behavior change processes. | X | |||||
| 9 | They recognize their responsibility to serve as a role model for society, colleagues and students through their appearance, attitude, demeanor, and professional conduct. | X | |||||
| 10 | Uses national and international scientific resources related to their field in their professional practice. | X | |||||
| 11 | It carries out social responsibility initiatives related to its field. | X | |||||
| 12 | Evaluates the effectiveness of teaching practices. | X | |||||
| 13 | Plans the family and interdisciplinary team collaboration process. | X | |||||
| 14 | Conducts professional practices in accordance with ethical principles and relevant legislation. | X | |||||
| 15 | It carries out its professional practices in line with the educational and social rights of individuals with special needs. | X | |||||
| 16 | Participates in scientific and professional development activities in their field. | 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 | ÖE3176390 | Fall Semester | 3+0 | 3 | 4 |
| 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. |
| Course Learning Outcomes | 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 | It compares theories of development and learning in the field of special education. | X | |||||
| 2 | Explains national legislation and education policies related to special education in the context of professional practice. | ||||||
| 3 | Explains assessment processes and data-driven decision-making approaches in special education. | ||||||
| 4 | Explains the developmental characteristics and educational needs of individuals with special needs in accordance with theoretical foundations. | X | |||||
| 5 | Designs teaching/technological materials appropriate to student needs. | ||||||
| 6 | It adapts the general education program in terms of content, process, environment and assessment in line with inclusive education principles. | ||||||
| 7 | Develops an Individualized Education Program (IEP) based on student performance. | X | |||||
| 8 | Conducts functional behavior assessment and behavior change processes. | X | |||||
| 9 | They recognize their responsibility to serve as a role model for society, colleagues and students through their appearance, attitude, demeanor, and professional conduct. | X | |||||
| 10 | Uses national and international scientific resources related to their field in their professional practice. | X | |||||
| 11 | It carries out social responsibility initiatives related to its field. | X | |||||
| 12 | Evaluates the effectiveness of teaching practices. | X | |||||
| 13 | Plans the family and interdisciplinary team collaboration process. | X | |||||
| 14 | Conducts professional practices in accordance with ethical principles and relevant legislation. | X | |||||
| 15 | It carries out its professional practices in line with the educational and social rights of individuals with special needs. | X | |||||
| 16 | Participates in scientific and professional development activities in their field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |