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Information
| Code | ME718 |
| Name | Application of Curriculum Development in Mathematics Education |
| Term | 2022-2023 Academic Year |
| Term | Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Yüksek Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | |
| Course Instructor |
1 |
Course Goal / Objective
The general aim of this course is to apply the techniques and processes related to the development of the mathematics course curriculum.
Course Content
Within the scope of this course, the concept of curriculum development, the need for curriculum development, the applied models based on curriculum development, developments affecting mathematics curriculum, the aims and objectives of the mathematics curriculum, the content of the mathematics curriculum, the learning and teaching process of the mathematics curriculum, the application examples of the evaluation of the mathematics curriculum. will be examined.
Course Precondition
None
Resources
Lester,F. K. (2007) Second Handbook and Research on Mathematics Teaching and Learning. Information Age Publishing (IAP).Van de Walle, J. A., Folk, S., Karp, K.S., & Bay-Williams, J. M. (2015). Elementary and middle school mathematics: Teaching developmentally (9th ed.). Toronto: Pearson.
Notes
Cathcart, W. G. Pothier, Y. M. , Vance, J. H. ve Bezuk, N. S. (2006). Learning Mathematics in Elementary and Middle Schools. Upper Saddle River, NJ. Pearon Merrill Prentice Hall. English, L. D. (2002). Handbook of International Research in Mathematics Education, London: Lawrence Erlbaum Associates Publishers. Thompson, T. (2003). Enhancing Primary Mathematics Teaching. Maidenhead: Open University Press. Oliva, P. F. (2005). Developing The Curriculum. Newyork: Pearson Education. Hlebowitsh, P. S. (2005). Designing The School Curriculum. USA: Pearson Education. Krulick, S. , Rudnick, J. ve Milou, E. (2003). Teaching Mathematics in the Middle School, Newyork: Pearson Education. Heddens, J. W. , Speer, W. R. (2006). Today’s Mathematics: Concepts, Methods and Instructional Activities (11th Ed.), Hoboken NJ: John Wiley and Sons, Inc. Kilpatrick, J. Swafford, J. ve Findell, B. (2001), Adding It Up: Helping Children Learn Mathematics. Washington: National Academy Press. Payne, J. N. (1993). Mathematics for The Young Child. Reston, Virginia: National Council of Teachers of Mathematics. Grouws, D., A. (1992). Handbook of Research on Mathematics Teaching and Learning, New York: Macmillan Library. Sheffield, L. J. ve Cruikshank, D. E. (2000). Teaching and Learning Elementary and Middle School Mathematics. New York: John Wiley and Sons
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Designs an exemplary mathematics curriculum. |
| LO02 | Explains the processes related to the development of the mathematics course program and analyzes the current program. |
| LO03 | Explains the development process of the mathematics curriculum in accordance with its elements. |
| LO04 | Designs a sample mathematics curriculum at secondary school level in accordance with the elements |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Scientific research and analysis methods in mathematics education. | 3 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Expresses mathematics curriculum and basic principles on which it is based. | 5 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Explain the learning theories in mathematics education. | 3 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Describes teaching strategies, methods and techniques appropriate for undergraduate qualifications. | 3 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Explains the interdisciplinary versions related to the field. | 3 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Explains mathematics subject areas at the level of knowledge expertise. | |
| PLO07 | Bilgi - Kuramsal, Olgusal | Knowledge of different fields with knowledge of mathematics education. | 3 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Explain the theoretical and practical knowledge in the field of expertise. | 3 |
| PLO09 | Bilgi - Kuramsal, Olgusal | Criticizes guidance at primary and international level. | 3 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Plans and conducts a scientific research. | |
| PLO11 | Bilgi - Kuramsal, Olgusal | Applies teaching methods and skills in accordance with undergraduate qualifications. Personal and Professional Competencies | |
| PLO12 | Bilgi - Kuramsal, Olgusal | Manages an area of expertise in its field independently. | |
| PLO13 | Bilgi - Kuramsal, Olgusal | Carries out teamwork or leadership in situations that require resolution of problems related to the field. | |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | New invisible in terms of scientific and social aspects. | |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | Studies in the field carry out lifelong learning. | |
| PLO16 | Beceriler - Bilişsel, Uygulamalı | Follows technological developments. | |
| PLO17 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Supports a scientific study conducted in the field of mathematics education with qualitative and quantitative data and presents to the experts or non-experts in written, oral and visual. | 3 |
| PLO18 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Effectively covers information and communication technologies. | 3 |
| PLO19 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Use the languages of the European language portfolio to understand the information in the field and to communicate verbally and in writing. | |
| PLO20 | Yetkinlikler - Öğrenme Yetkinliği | The strategy of reviewing a study or reviewing a study acts in accordance with scientific, scientific and ethical values. | 3 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction of course content and basic concepts | General information | Öğretim Yöntemleri: Beyin Fırtınası |
| 2 | The concept of Curriculum Development | Examination of studies on the subject | Öğretim Yöntemleri: Tartışma |
| 3 | The Need for Cirriculum Development | Examination of studies on the subject | Öğretim Yöntemleri: Tartışma |
| 4 | Program development models and application examples | Examination of studies on the subject | Öğretim Yöntemleri: Tartışma, Soru-Cevap, Beyin Fırtınası |
| 5 | Examining mathematics teaching standards in different countries | Examination of studies on the subject | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 6 | Developments effect the Mathematics Curricula (designing)) | Examination of studies on the subject | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 7 | Developments effect the Mathematics Curricula (application) | Examination of studies on the subject | Öğretim Yöntemleri: Tartışma, Soru-Cevap, Beyin Fırtınası |
| 8 | Mid term exam | Exam preparation | Ölçme Yöntemleri: Ödev |
| 9 | Developments effect the Mathematics Curricula (assessment and feedback) | Examination of studies on the subject | Öğretim Yöntemleri: Tartışma |
| 10 | Designing an exemplary Mathematics curriculum | Examination of studies on the subject | Öğretim Yöntemleri: Bireysel Çalışma |
| 11 | Designing goals and objectives for a sample grade-level mathematics course | Examination of studies on the subject | Öğretim Yöntemleri: Bireysel Çalışma |
| 12 | Designing content for a sample grade-level mathematics course | Examination of studies on the subject | Öğretim Yöntemleri: Bireysel Çalışma |
| 13 | Designing the measurement and evaluation dimension for a sample grade-level mathematics lesson | Examination of studies on the subject | Öğretim Yöntemleri: Bireysel Çalışma |
| 14 | Sample application about mathematics: 5th or 6thGrade | Examination of studies on the subject | Öğretim Yöntemleri: Soru-Cevap |
| 15 | Example application related to mathematics lesson: 7th or 8th grade | Examination of studies on the subject | Öğretim Yöntemleri: Soru-Cevap |
| 16 | General evaluation | Exam preparation | Ölçme Yöntemleri: Sözlü Sınav |
| 17 | Final Exam | Exam preparation | Ölçme Yöntemleri: Proje / Tasarım |
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 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 157 | ||
| Total Workload / 25 (h) | 6,28 | ||
| ECTS | 6 ECTS | ||