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Information
| Code | MATZ403 |
| Name | Misconceptions in Teaching Mathematics |
| Term | 2024-2025 Academic Year |
| Semester | 7. Semester |
| Duration (T+A) | 2-0 (T-A) (17 Week) |
| ECTS | 3 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. AYTEN PINAR BAL |
| Course Instructor |
Prof. Dr. AYTEN PINAR BAL
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
To provide pre-service teachers with an understanding of mathematical errors, difficulties and misconceptions and to help them reveal the similarities and differences between these concepts, to enable students to research the related literature about questioning techniques that reveal misconceptions, and to develop solutions on this subject.
Course Content
Error, difficulty and misconception in mathematics; types of misconceptions, mathematical concepts and common misconceptions associated with these concepts in the literature; questioning techniques that reveal the thinking processes of secondary school students; To produce solutions for misconceptions according to the characteristics of the subject area and the individual differences of the students.
Course Precondition
None
Resources
Özmantar, M. F., Bingölbali, E., Akkoç, H. (2015). Matematiksel Kavram Yanilgilari Ve Çözüm Önerileri. Ankara: PegemA Yayınevi. Ertekin, E. ve Bütüner, S. (2023). Ortaokul Matematiğinde Hatalar-Kavram Yanılgıları ve Giderilmesine Yönelik Etkinlikler. Ankara. Vizetek Yayınevi.
Notes
NCTM, (2000). The standards 2000 project. Van de Walle, J. A., Folk, S., Karp, K.S., & Bay-Williams, J. M. (2015).Elementary and middle school mathematics: Teaching developmentally. Atkin, J. M., Black, P., Coffey, J. (2001). Classroom Assessment and the National Science Education Standards, Washington, DC: National Academies Press.Burke, K. (1999). How to Authentic Learning (3rd Ed). Arlington Heights, İllinois: Skyligth Professional Development. Ons Elawer, Corna.McMillan, (2004). Classroom Assessment Principles and Practice for Effective Instruction, Boston: Pearson Education. English, L. D. (2002). Handbook of International Research in Mathematics Education, London: Lawrence Erlbaum Associates Publisers.Heddens, J. W., Speer, W. R. (2006). Today’s Mathematics: Concepts, Methods and Instructional Activities (11th Ed.), Hoboken NJ: John Wiley and Sons, Inc
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the concepts of mathematical error, difficulty and misconception. |
| LO02 | Distinguish between the concepts of mathematical error, difficulty and misconception. |
| LO03 | Explains common misconceptions in secondary school mathematics |
| LO04 | Compare secondary school students' thinking processes with revealing questioning techniques. |
| LO05 | Develops solution suggestions for misconceptions that may occur according to student characteristics. |
| LO06 | Designs a solution model to eliminate misconceptions that may occur depending on the subject area. |
| LO07 | Analyzes misconceptions of secondary school students according to their individual differences |
| LO08 | Explain common types of misconceptions in middle school mathematics topics |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Has enough knowledge about mathematics. | 3 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Has pedagogical knowledge about teaching profession and field. | 3 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Implements classroom management approaches to be used in educational environments effectively. | |
| 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. | 3 |
| 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. | |
| PLO08 | Bilgi - Kuramsal, Olgusal | Monitors students' progress using different assessment and evaluation methods and techniques. | |
| PLO09 | Bilgi - Kuramsal, Olgusal | Takes responsibility as an individual and as a team member to solve problems related to the field. | 2 |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | Has life-long learning awareness. | |
| 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. | 3 |
| PLO12 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Uses information and communication technologies and other related materials for an effective mathematics teaching. | |
| 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 | Introduction | Examination of relevant resources | Öğretim Yöntemleri: Soru-Cevap |
| 2 | Mathematical error/difficulty/misconception | Examination of relevant resources | Öğretim Yöntemleri: Anlatım |
| 3 | Misconceptions about place value | Examination of relevant resources | Öğretim Yöntemleri: Tartışma |
| 4 | Misconceptions about fractions | Examination of relevant resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 5 | Misconceptions about integer numbers | Examination of relevant resources | Ölçme Yöntemleri: Sözlü Sınav |
| 6 | Misconceptions about ratio and proportion | Examination of relevant resources | Ölçme Yöntemleri: Ödev |
| 7 | Misconceptions about probability | Examination of relevant resources | Öğretim Yöntemleri: Tartışma, Alıştırma ve Uygulama |
| 8 | Mid-Term Exam | Ölçme Yöntemleri: Ödev |
|
| 9 | Misconceptions about equations | Examination of relevant resources | Ölçme Yöntemleri: Sözlü Sınav |
| 10 | Misconceptions about exponents | Examination of relevant resources | Ölçme Yöntemleri: Sözlü Sınav |
| 11 | Misconceptions about angles | Examination of relevant resources | Ölçme Yöntemleri: Ödev |
| 12 | Misconceptions about regular shapes | Examination of relevant resources | Öğretim Yöntemleri: Tartışma |
| 13 | Application examples: Numbers | Examination of relevant resources | Öğretim Yöntemleri: Soru-Cevap |
| 14 | Application examples: Measuring | Examination of relevant resources | Ölçme Yöntemleri: Ödev |
| 15 | Application examples: Algebra | Examination of relevant resources | Ölçme Yöntemleri: Proje / Tasarım |
| 16 | General Evaluation | General Evaluation | Ölçme Yöntemleri: Sözlü Sınav |
| 17 | Term Exams | Exam Preparation | Ölçme Yöntemleri: Yazılı Sınav |
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 | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 6 | 6 |
| Final Exam | 1 | 16 | 16 |
| Total Workload (Hour) | 78 | ||
| Total Workload / 25 (h) | 3,12 | ||
| ECTS | 3 ECTS | ||