SNFZ303 Mathematics Teaching I

4 ECTS - 3-0 Duration (T+A)- 5. Semester- 3 National Credit

Information

Code SNFZ303
Name Mathematics Teaching I
Term 2023-2024 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

Update Time: 11.05.2023 10:26