TÜRKÇE
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Information
| Code | ME705 |
| Name | New Approaches and Basic Problems in Teaching Primary Education Mathematics |
| Term | 2024-2025 Academic Year |
| Semester | . Semester |
| 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 | Prof. Dr. PERİHAN ARTUT |
Course Goal / Objective
This course aims to teach students the current issues in mathematics teaching and examination of these issues in the process of historical development. It is also aimed that by seeing the sample studies conducted on these issues, students will determine their research interests and they will learn about the international innovations related to their research interest .
Course Content
Training mathematics teacher, Mathematics teaching strategies, Acquisition of scientific knowledge in mathematics, The alternative concepts and the conceptual changes, The aim of mathematics education programs , The use of technologjy in mathematics education, Informal mathematics education
Course Precondition
none
Resources
Bingölbali, F. ve Zembat, Ö. Matematik Eğitiminde Teoriler, Pegem yayınevi, Matematik öğretimi, Murat Altun 2. İlköğretim ikinci kademede matematik öğretimi, Murat Altun 3. Oluşturmacılık (Teori, Kuram ve Uygulamada), Soner Durmuş 4. Abstraction in context: Epistemic actions, Rina Hershkowitz, Baruch Schwarz, Tommy Dreyfus, Journal for research in mathematics education, 32(2), 195-222 5. Local instruction theories as means of support for teachers in reform mathematics education, Koeno Gravemeijer, Mathematical thinking and learning, 6:2,102-128
Notes
https://library.cu.edu.tr/cu/e-sources/databases
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the fundamentals of maths teacher training. |
| LO02 | Explains the strategies of mathematics teaching . |
| LO03 | Explains how to obtain scientific knowledge in mathematics. |
| LO04 | Explains the alternative concepts and the conceptual changes. |
| LO05 | Explains the purpose of mathematics education programs. |
| LO06 | Explains the use of technology in mathematics education. |
| LO07 | Explain the Informal mathematics education |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Scientific research and analysis methods in mathematics education. | |
| 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. | 5 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Describes teaching strategies, methods and techniques appropriate for undergraduate qualifications. | 5 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Explains the interdisciplinary versions related to the field. | |
| 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. | |
| PLO08 | Bilgi - Kuramsal, Olgusal | Explain the theoretical and practical knowledge in the field of expertise. | |
| PLO09 | Bilgi - Kuramsal, Olgusal | Criticizes guidance at primary and international level. | |
| 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. | 5 |
| 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. | |
| PLO18 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Effectively covers information and communication technologies. | 5 |
| 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. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Training mathematics teacher 1 | Reading the section from recommended sources | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası |
| 2 | Training mathematics teacher 2 | Reading the section from recommended sources | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası |
| 3 | Mathematics teaching strategies 1 | Reading the section from recommended sources | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası |
| 4 | Mathematics teaching strategies 2 | Reading the section from recommended sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | Acquisition of scientific knowledge in mathematics 1 | Reading the section from recommended sources | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası |
| 6 | Acquisition of scientific knowledge in mathematics 2 | Reading the section from recommended sources | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası |
| 7 | The alternative concepts and the conceptual changes 1 | Reading the section from recommended sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | Prepare to exam | Ölçme Yöntemleri: Yazılı Sınav, Ödev |
| 9 | The alternative concepts and the conceptual changes 2 | Reading the section from recommended sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Beyin Fırtınası |
| 10 | The aim of mathematics education programs 1 | Reading the section from recommended sources | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası |
| 11 | The aim of mathematics education programs 2 | Reading the section from recommended sources | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası |
| 12 | The use of technology in mathematics education 1 | Reading the section from recommended sources | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 13 | The use of technologjy in mathematics education 2 | Reading the section from recommended sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | Informal mathematics education 1 | Reading the section from recommended sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 15 | Informal mathematics education 2 | Reading the section from recommended sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 16 | Term Exams | Prepare to exam | Ölçme Yöntemleri: Yazılı Sınav, Ödev |
| 17 | Term Exams | Prepare to exam | Ölçme Yöntemleri: Ödev |
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 | ||