TÜRKÇE
ENGLISH
Information
| Code | MATS209 |
| Name | Mathematics Education with Game |
| Term | 2024-2025 Academic Year |
| Semester | 3. Semester |
| Duration (T+A) | 2-0 (T-A) (17 Week) |
| ECTS | 4 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Doç. Dr. Gülfem SARPKAYA AKTAŞ |
| Course Instructor |
Doç. Dr. Gülfem SARPKAYA AKTAŞ
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
To provide students to have knowledge about game and game types, to discover the place and importance of the game in mathematics education, to make applications in which the game is integrated with mathematics lesson.
Course Content
In the content of this course, the importance of games in mathematics teaching is discussed by introducing games and game types. Theoretical approaches to games will be examined and the relationship between mathematics and games will be emphasized. Within the scope of the course, sample games that can be used in mathematics teaching will be analyzed and their contributions to the teaching process will be evaluated. In addition, technology-supported mathematics games will be introduced and application methods of these games will be examined.
Course Precondition
Not avaible
Resources
Arduç,A.(2003) Mathematics Games .Alpha publications Aksoy, N. C. ( 2016). We Play with Mathematics. visatek publishing Yuksel, I. (2020). Geometric mechanics games. pegem academy publishing Aykaç, M. and Köğce, D. ( 2020). Teaching mathematics with educational games. pegem academy publishing Tastepe, M. and Aksoy, N.C. (2021). Games and mathematics education. Nobel publishing.
Notes
ERGÜL, E., & DOĞAN, M. THE EFFECT OF GAME-BASED APPROACH ON STUDENT SUCCESS IN PRIMARY SCHOOL MATHEMATICS TEACHING. Journal of National Education, 51(235), 1935-1960. Ergul, E. (2021). Game-based approach in teaching mathematics (Doctoral dissertation). Usta, N., Işık, A. D., Taş, F., Gülay, G., Şahan, G., Genç, S., ... & Küçük, K. (2018). The effect of teaching mathematics with games on the mathematics achievement of secondary school 7th grade students.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Knows the game and game types. |
| LO02 | Realizes the importance of the game in mathematics teaching. |
| LO03 | Games can cooperate with mathematics teaching. |
| LO04 | evaluates some games developed by mathematicians. |
| LO05 | uses technology supported math games. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Has enough knowledge about mathematics. | 5 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Has pedagogical knowledge about teaching profession and field. | 5 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Implements classroom management approaches to be used in educational environments effectively. | 4 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Prepares the learning environments in which appropriate teaching methods are used for effective mathematics education in accordance with development and age levels. | 5 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Knows the relationship between Mathematics-Society-Environment-History and uses it in professional and daily life. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Uses Turkish properly and effectively according to the rules. | |
| PLO07 | Bilgi - Kuramsal, Olgusal | Selects and designs appropriate materials, in mathematics teaching. | 5 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Monitors students' progress using different assessment and evaluation methods and techniques. | 5 |
| PLO09 | Bilgi - Kuramsal, Olgusal | Takes responsibility as an individual and as a team member to solve problems related to the field. | 5 |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | Has life-long learning awareness. | 2 |
| PLO11 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Shares his/her knowledge and skills, problems and solutions that he/she identified by means of oral and written communication with the expert and non-expert people. | 2 |
| PLO12 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Uses information and communication technologies and other related materials for an effective mathematics teaching. | 3 |
| PLO13 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Has enough foreign language knowledge to follow foreign resources related to the field. | |
| PLO14 | Yetkinlikler - Öğrenme Yetkinliği | Has the knowledge of the purpose, structure and functioning of the Turkish education system. | |
| PLO15 | Yetkinlikler - Öğrenme Yetkinliği | Becomes a teacher who adheres to Atatürk's principles and revolutions. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Types of games and games | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması, Örnek Olay |
| 2 | Theoretical approaches to the game | Examining the related sources | Öğretim Yöntemleri: Tartışma, Örnek Olay |
| 3 | Interaction between the mathematics and the game | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması, Örnek Olay |
| 4 | Logic, mathematics, mind games | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması, Örnek Olay |
| 5 | The importance of games in teaching mathematics | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması, Örnek Olay |
| 6 | Educational math game and its features | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması, Örnek Olay |
| 7 | Game theory | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması, Örnek Olay |
| 8 | Mid-Term Exam | Preparation exam | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Examination of some games developed by mathematicians-1 | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 10 | Examination of some games developed by mathematicians-2 | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması, Örnek Olay |
| 11 | Cultural math games-1 | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması, Örnek Olay |
| 12 | Cultural math games-2 | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması, Örnek Olay |
| 13 | Tech-supported math games-1 | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması, Örnek Olay |
| 14 | Tech-supported math games-2 | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması, Örnek Olay |
| 15 | General evaluation | Examining the related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması, Örnek Olay |
| 16 | Term Exams | Preparation exam | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Performance evaluation | Preparation exam | Ölçme Yöntemleri: Performans Değerlendirmesi |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 2 | 28 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 2 | 28 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 8 | 8 |
| Final Exam | 1 | 24 | 24 |
| Total Workload (Hour) | 88 | ||
| Total Workload / 25 (h) | 3,52 | ||
| ECTS | 4 ECTS | ||