Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MATHEMATICS DIFFICULTIES: DIAGNOSIS and INTERVENTION | ÖE3116417 | 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 | 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. |
| Course Learning Outcomes | 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 | 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 | 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 DIFFICULTIES: DIAGNOSIS and INTERVENTION | ÖE3116417 | 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 | 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. |
| Course Learning Outcomes | 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 | 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 | |