TÜRKÇE
ENGLISH
Information
| Code | ME809 |
| Name | Analysis of Mathematics Curriculums in Various Countries |
| Term | 2024-2025 Academic Year |
| Term | Fall and Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 8 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Doktora Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | |
| Course Instructor |
1 |
Course Goal / Objective
Within the scope of this course, basic concepts in the mathematics curriculum, the reasons that necessitated the change of mathematics curriculum in the historical process, program development models suitable for mathematics courses, examination of the mathematics curriculum of various countries; It is aimed to make comparisons between these programs and to discuss the program elements that should be in an international program.
Course Content
Within the scope of this course, basic concepts in the mathematics curriculum, changes in mathematics curriculum, program development models suitable for mathematics courses, examination of the mathematics curriculum of various countries; Comparisons between these programs will be made and the program elements that should be in an international program will be emphasized
Course Precondition
None
Resources
Brahier, D. (2020). Teaching secondary and middle school mathematics. Routledge. English, L. D. (2016). Handbook of International Research in Mathematics Education, London: Lawrence Erlbaum Associates Publishers. Gordon, W. R., Taylor, R. T., Oliva, P. F. (2021). Developing The Curriculum.Newyork: Pearson Education. Grouws, D., A. (1992). Handbook of Research on Mathematics Teaching and Learning, New York: Macmillan Library. Heddens, J. W. , Speer, W. R. (2006). Today’s Mathematics: Concepts, Methods and Instructional Activities. Hoboken NJ: John Wiley and Sons, Inc. Hlebowitsh, P. S. (2005). Designing The School Curriculum. USA: Pearson Education. Kilpatrick, J., Swafford, J. ve Findell, B. (2001). Adding It Up: Helping Children Learn Mathematics. Washington: National Academy Press MEB (2018). Matematik dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: MEB https://mufredat.meb.gov.tr/ MEB (2024). Ortaokul matematik dersi öğretim programı (5,6, 7 ve 8. sınıflar). Ankara: MEB https://mufredat.meb.gov.tr/ NCTM, (2000). The standards 2000 project. Özmantar, M. F., Akkoç, H., Kuşdemir Kayıran, B., & Özyurt, M. (2018). Ortaokul Matematik Öğretim Programları Tarihsel Bir İnceleme. Pegem Akademi Yayınları. Payne, J. N. (1993). Mathematics for The Young Child. Reston, Virginia: National Council of Teachers of Mathematics. Sheffield, L. J. ve Cruikshank, D. E. (2000). Teaching and Learning Elementary and Middle School Mathematics. New York: John Wiley and Sons. Thompson, T. (2003). Enhancing Primary Mathematics Teaching. Maidenhead: Open University Press. Van de Walle, J. A., Folk, S., Karp, K.S., & Bay-Williams, J. M. (2021). Elementary and middle school mathematics: Teaching developmentally (10th ed.). Toronto: Pearson. Way, J., Cartwright, K., Bobis, J., Anderson, J., McMaster, H., & Attard, C. (2024).Yesterday, today and tomorrow in mathematics education research. In Research in Mathematics Education in Australasia 2020–2023 (pp. 13-28). Singapore: Springer Nature Singapore.
Notes
https://library.cu.edu.tr/cu/e-kaynaklar/veritabanlari Lester,F. K. (2007) Second Handbook and Research on Mathematics Teaching and Learning. Information Age Publishing (IAP).
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the reasons that necessitated the change of mathematics curriculum in the historical process. |
| LO02 | Explains the basic concepts related to the mathematics curriculum. |
| LO03 | Compares the features of program development models in various countries. |
| LO04 | Discusses program development models suitable for mathematics courses. |
| LO05 | Explains the features of current mathematics curriculum implemented in various countries. |
| LO06 | Compares the mathematics curriculum implemented in various countries with the curriculum implemented in our country |
| LO07 | It evaluates the standards in mathematics curriculum in various countries. |
| LO08 | Designs a sample mathematics curriculum at the secondary school level |
| LO09 | Designs an exemplary mathematics curriculum in accordance with international standards |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Based on master's qualifications, he/she develops and deepens current and advanced knowledge in the field with original thought and/or research at the level of expertise and reaches original definitions that will bring innovation to science. | 3 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Establishes relationships between various disciplines and sub-fields that the field is related to, and reaches original results by using their expertise in the analysis, synthesis and evaluation of new and complex ideas. | 2 |
| PLO03 | Beceriler - Bilişsel, Uygulamalı | Approaches new information in the field in a systematic way and conducts advanced research in the field. | 3 |
| PLO04 | Beceriler - Bilişsel, Uygulamalı | Develops a new scientific method that brings innovation to science or applies a known method to a different field; At this point, it designs and carries out an original research. | 3 |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | Makes critical analysis, synthesis and evaluation of new and complex ideas. | 2 |
| PLO06 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Contributes to science with an original, publishable work that brings innovation to science, develops a new scientific method or applies a known method to a field. | 2 |
| PLO07 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Expands the limits of knowledge in the field by publishing scientific articles related to the field in national and/or international refereed journals. | 3 |
| PLO08 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Takes leadership in original and interdisciplinary studies. | |
| PLO09 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | It carries out its work independently or as a team member. | |
| PLO10 | Yetkinlikler - Öğrenme Yetkinliği | Creative and critical thinkers; develops new ideas and methods related to the field by using high-level mental processes such as problem solving and decision making. | |
| PLO11 | Yetkinlikler - Öğrenme Yetkinliği | Becomes a facilitator/director in education and training activities in his/her field. | |
| PLO12 | Yetkinlikler - Öğrenme Yetkinliği | Continues the teaching processes on an interactive and ethical basis. | 4 |
| PLO13 | Yetkinlikler - Öğrenme Yetkinliği | Develops and implements effective teaching strategies in order to provide students with knowledge and skills related to the field. | |
| PLO14 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Examines social relations and the norms that guide these relations with a critical perspective, develops them and manages actions to change them when necessary. | |
| PLO15 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Defends their original views in a community of experts. | |
| PLO16 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Using a foreign language at least at the C1 General Level of the European Language Portfolio, communicates and discusses advanced written, oral and visual communication. | |
| PLO17 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Communicates by considering cultural differences in all national and international studies. | 3 |
| PLO18 | Yetkinlikler - Alana Özgü Yetkinlik | It contributes to the process of becoming an information society by introducing technological, social and cultural advances to the society in the academic and professional context. | |
| PLO19 | Yetkinlikler - Alana Özgü Yetkinlik | Establishes functional interaction with relevant persons and institutions by using strategic decision-making processes in solving the problems encountered in the field. | 3 |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | It produces solutions on social, scientific and ethical issues related to its field and supports the development of these values at the national and international level. | 3 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction of the course and basic concepts of the mathematics curriculum | General Exam | Öğretim Yöntemleri: Soru-Cevap, Beyin Fırtınası |
| 2 | Reasons that necessitated the change of mathematics curriculum in the historical process | Reading research on the subject. | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 3 | Features of program development models suitable for mathematics courses | Reading research on the subject. | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Anlatım |
| 4 | Characteristics of current mathematics curriculum implemented in various countries | Reading research on the subject. | Öğretim Yöntemleri: Tartışma, Beyin Fırtınası |
| 5 | Standards in mathematics curriculum in various countries (e.g. NCTM) | Reading research on the subject. | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 6 | Evaluation of standards in mathematics teaching programs in various countries | Reading research on the subject | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 7 | Examining and evaluating the mathematics curriculum in various countries within the scope of learning areas | Reading research on the subject. | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 8 | Mid term exam | General preparation | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Examination and evaluation of learning and teaching processes in mathematics curriculum in various countries | Reading research on the subject. | Öğretim Yöntemleri: Soru-Cevap, Bireysel Çalışma |
| 10 | Examining and evaluating the mathematics curriculum in various countries within the scope of measurement and evaluation | Reading research on the subject. | Öğretim Yöntemleri: Tartışma |
| 11 | Examination of mathematics teaching programs in various countries (Ex: Far East countries) | Reading research on the subject. | Öğretim Yöntemleri: Bireysel Çalışma |
| 12 | Examination of mathematics teaching programs in various countries (European Union Countries) | Reading research on the subject. | Öğretim Yöntemleri: Bireysel Çalışma |
| 13 | Examination of mathematics teaching programs in various countries (State in USA) | Reading research on the subject. | Öğretim Yöntemleri: Tartışma |
| 14 | Examination of mathematics teaching programs in various countries (OECD Countries) | Reading research on the subject. | Öğretim Yöntemleri: Tartışma |
| 15 | Designing and presenting the mathematics curriculum in line with the programs examined | Reading research on the subject. | Öğretim Yöntemleri: Bireysel Çalışma |
| 16 | General evaluation of the course | Review of work done during the semester. | Öğretim Yöntemleri: Tartışma |
| 17 | Final exam | General Preparation | 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 | 9 | 126 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 2 | 2 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 9 | 9 |
| Final Exam | 1 | 18 | 18 |
| Total Workload (Hour) | 197 | ||
| Total Workload / 25 (h) | 7,88 | ||
| ECTS | 8 ECTS | ||