TÜRKÇE
ENGLISH
Information
| Code | SNFZ303 |
| Name | Mathematics Teaching I |
| Term | 2022-2023 Academic Year |
| Semester | 5. Semester |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 4 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Dr. Öğr. Üyesi EMEL ÇİLİNGİR ALTINER |
| Course Instructor |
Dr. Öğr. Üyesi EMEL ÇİLİNGİR ALTINER
(A Group)
(Ins. in Charge)
Dr. Öğr. Üyesi EMEL ÇİLİNGİR ALTINER (B Group) (Ins. in Charge) |
Course Goal / Objective
The aim of this course is to introduce the elementary elementary school mathematics program to prospective teachers, to gain mathematics learning-teaching approaches, methods and techniques through activities based on activity.
Course Content
The content of this course consists of Structure of mathematics, basic principles to be followed in mathematics teaching, learning and teaching processes, structure, gains and content of primary school mathematics curriculum.
Course Precondition
none
Resources
Teaching Mathematics in Primary School, Veli TOPTAŞ, Sinan OLKUN, Sıtkı ÇEKİRDEKÇİ, Mehmet Hayri SARI, Editor, Vize Publishing, 2020
Notes
lecture notes
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains objectives of teaching mathematics. |
| LO02 | Explains the main principles of teaching mathematics. |
| LO03 | Explains teaching mathematics in Turkey. |
| LO04 | Explain the structure of primary school mathematics curriculum. |
| LO05 | Explain the gains of primary school mathematics curriculum. |
| LO06 | Explain the content of primary school mathematics curriculum. |
| LO07 | Explain teaching strategies to be used in mathematics learning. |
| LO08 | Explain learning methods to be used in mathematics learning |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Explains the concepts and principles related to the lessons (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) within the scope of primary school teachers. | 5 |
| PLO02 | Bilgi - Kuramsal, Olgusal | It creates unique learning environments according to the developmental characteristics of students studying in the primary school (1st, 2nd, 3rd, 4th grade). | 4 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Relates important people (scientists, journalists, painters, writers, etc.) in the historical process with educational practices. | 4 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Use appropriate teaching strategies, methods and techniques in the teaching of the courses (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) in the primary school (1st, 2nd, 3rd, 4th grade) curriculum. | 5 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Becomes aware of the contribution of artistic works and studies to student development and reflects them on teaching practices. | 3 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Uses scientific process skills in solving problems in the field of primary school teachers. | 4 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Uses appropriate methods and techniques for the development of high-level thinking skills of students. | 4 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Plans, implements and evaluates the teaching-learning process, taking into account the developmental characteristics of students, their individual differences and the characteristics of the subject area. | 5 |
| PLO09 | Bilgi - Kuramsal, Olgusal | It uses different measurement and evaluation methods and techniques in the evaluation of teaching processes and learning products. | 5 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Develops appropriate materials to create effective teaching-learning processes and uses information technologies effectively in this process. | 5 |
| PLO11 | Bilgi - Kuramsal, Olgusal | Takes responsibility both individually and together with other relevant persons (family, teacher, administrator, etc.) in solving the problems encountered while carrying out the teaching processes. | 4 |
| PLO12 | Bilgi - Kuramsal, Olgusal | Develops professional knowledge and skills by self-assessment. | 5 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Evaluates the knowledge gained through individual learning skills with a critical approach. | 4 |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | It meets the educational needs in scientific, cultural, artistic, social and technological fields in line with its interests and abilities. | 2 |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | He/she shares his/her thoughts and suggestions on issues related to his/her field, both orally and in writing. | 5 |
| PLO16 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | It communicates effectively with its stakeholders (students, teacher friends, school management and parents) in the educational process and develops strategies to ensure family participation. | 3 |
| PLO17 | Yetkinlikler - Öğrenme Yetkinliği | In the education-teaching process, it acts in accordance with the general aims and basic principles of education. | 4 |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Within the scope of lifelong learning, it designs projects and activities to improve its students, social environment and society. | 5 |
| PLO19 | Yetkinlikler - Öğrenme Yetkinliği | It follows the scientific, artistic, social, economic and technological phenomena and events that occur in its immediate surroundings, in its country and in the world, and reflects it on its educational practices. | 4 |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | It takes into account the multidisciplinary and interdisciplinary nature of the primary school teachers field in planning, implementing and evaluating instruction. | 5 |
| PLO21 | Yetkinlikler - Alana Özgü Yetkinlik | Gains knowledge and skills of planning, implementing and evaluating instruction in multigrade classes. | |
| PLO22 | Yetkinlikler - Alana Özgü Yetkinlik | Follows the developments in her/his field from foreign/international sources. | 2 |
| PLO23 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | By adopting universal and root values, she/he becomes a role model for her students and her environment. | 2 |
| PLO24 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Becomes a model by using Turkish correctly and effectively in her/his daily and professional life. | 2 |
| PLO25 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | As a primary school teacher, she/he is knowledgeable and sensitive about the universality of human and child rights, social justice, quality culture, environment, health and work safety. | |
| PLO26 | Yetkinlikler - Alana Özgü Yetkinlik | It analyzes the relationship between educational philosophies and educational programs and reflects them on teaching practices. | 3 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | The purpose of teaching mathematics | Altun, M. (2005). s .1-12 Gür, H. (2006). 1 s.11-17 MEB (2017) | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması |
| 2 | Basic principles of mathematics teaching | Altun, M. (2005). s .15-48 Gür, H. (2006). 1 s.19-88 MEB (2017) | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması |
| 3 | Structure of primary school mathematics curriculum | Altun, M. (2005). s .52-78 Gür, H. (2006). 1 s.19-88 MEB (2017) | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması |
| 4 | Gains and content of primary school mathematics curriculum | Altun, M. (2005). s .52-78 Gür, H. (2006). 1 s.19-88 MEB (2017) | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması |
| 5 | Teaching strategies and practices in mathematics education I | Altun, M. (2005). s .151-163 Gür, H. (2006). 1 s.113-153 MEB (2017) | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması |
| 6 | Teaching strategies and practices in mathematics education II | Altun, M. (2005). s .151-163 Gür, H. (2006). 1 s.113-153 MEB (2017) | Öğretim Yöntemleri: Anlatım, Tartışma, Grup Çalışması, Problem Çözme |
| 7 | General explanations about learning theories and methods effective in mathematics education | Altun, M. (2005). s .164-237 Gür, H. (2006). 1 s.155-220 MEB (2017) | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Problem Çözme |
| 8 | Mid-Term Exam | Preparing exam | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Constructivist approach and applications in mathematics education I | Altun, M. (2005). s .81-120 Gür, H. (2006). 1 s.89-110 MEB (2017) | Öğretim Yöntemleri: Tartışma, Grup Çalışması, Örnek Olay, Problem Çözme |
| 10 | Constructivist approach and practices in mathematics education II | Altun, M. (2005). s .81-120 Gür, H. (2006). 1 s.89-110 MEB (2017) | Öğretim Yöntemleri: Tartışma, Gösteri, Grup Çalışması, Problem Çözme |
| 11 | Realistic mathematics education and practices I | Altun, M. (2005). s .81-120 Gür, H. (2006). 1 s.89-110 MEB (2017) | Öğretim Yöntemleri: Tartışma, Gösteri, Grup Çalışması, Örnek Olay, Problem Çözme |
| 12 | Realistic mathematics education and practices II | Altun, M. (2005). s .81-120 Gür, H. (2006). 1 s.89-110 MEB (2017) | Öğretim Yöntemleri: Tartışma, Grup Çalışması, Örnek Olay, Problem Çözme |
| 13 | According to Bruner, learning through learning and practices | Altun, M. (2005). s .81-120 Gür, H. (2006). 1 s.89-110 MEB (2017) | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Problem Çözme |
| 14 | Meaningful learning and practices | Altun, M. (2005). s .81-120 Gür, H. (2006). 1 s.89-110 MEB (2017) | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Problem Çözme |
| 15 | General evaluation of the practices | Altun, M. (2005). s .81-120 Gür, H. (2006). 1 s.89-110 MEB (2017) | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Problem Çözme |
| 16 | Term Exams | Preparing exam | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Term Exams | Preparing exam | Ölçme Yöntemleri: Yazılı Sınav |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 3 | 42 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 7 | 7 |
| Final Exam | 1 | 18 | 18 |
| Total Workload (Hour) | 109 | ||
| Total Workload / 25 (h) | 4,36 | ||
| ECTS | 4 ECTS | ||