TÜRKÇE
ENGLISH
Information
| Unit | FACULTY OF EDUCATION |
| ELEMENTARY MATHEMATICS EDUCATION PR. | |
| Code | MATZ409 |
| Name | Project Development in Mathematics Education |
| Term | 2026-2027 Academic Year |
| Semester | 7. Semester |
| Duration (T+A) | 2-2 (T-A) (17 Week) |
| ECTS | 5 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Label | FE Field Education Courses C Compulsory |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. Gülfem SARPKAYA AKTAŞ |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
To introduce the project-based learning approach in mathematics education and enable pre-service teachers to develop original, practical, and assessable projects for teaching mathematics.
Course Content
The theoretical foundations of project-based learning in mathematics education; stages of project development; identifying the problem situation; writing objectives, goals, and learning outcomes; selecting a project topic; designing projects suitable for mathematics instruction; developing activities; preparing a project plan and timeline; creating data collection and evaluation tools; examples of mathematical modeling, STEM, and interdisciplinary projects; writing a project report; project presentation and evaluation.
Course Precondition
There are no prerequisites.
Resources
TÜBİTAK 2209 Student Project Preparation Guide. Ministry of National Education [MEB]. (2020). Project-Based Learning Through Research and Applications. General Directorate of Innovation and Educational Technologies.
Notes
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the basic principles of project-based learning in mathematics education. |
| LO02 | Identifies a project topic suitable for mathematics instruction. |
| LO03 | Write the problem statement, objective, sub-objectives, and rationale for the project. |
| LO04 | Develops assessment tools to evaluate the project process and its outcomes. |
| LO05 | Designs projects aligned with the mathematics curriculum standards. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Has enough knowledge about mathematics. | 2 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Has pedagogical knowledge about teaching profession and field. | |
| 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. | |
| 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. | |
| PLO09 | Bilgi - Kuramsal, Olgusal | Takes responsibility as an individual and as a team member to solve problems related to the field. | |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | Has life-long learning awareness. | 5 |
| 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. | |
| 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 | The student explains the course's objectives, scope, structure, and the project process they will undertake at the end of the term. | No preparation is required | Öğretim Yöntemleri: Soru-Cevap |
| 2 | The student explains the role and importance of project-based learning in mathematics education. | No preparation is required. | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 3 | Through this project, the student distinguishes between activities, research, and practical application. | No preparation is required. | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 4 | The student identifies an original and practical project topic suitable for mathematics education. | research is conducted | Öğretim Yöntemleri: Proje Temelli Öğrenme , Tartışma |
| 5 | The student writes a problem statement and rationale appropriate to the chosen project topic. | The literature is reviewed. | Öğretim Yöntemleri: Beyin Fırtınası, Tartışma |
| 6 | The student clearly states the project's purpose, sub-objectives, and target audience. | A literature reviewed | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Alıştırma ve Uygulama |
| 7 | The student relates the project they have developed to the learning objectives in the mathematics curriculum. | The curriculum is reviewed. | Öğretim Yöntemleri: Soru-Cevap, Anlatım, Tartışma, Beyin Fırtınası |
| 8 | Mid-Term Exam | Ölçme Yöntemleri: Ödev |
|
| 9 | The student designs the methods, techniques, and activities to be used in the project process. | No preparation is required. | Öğretim Yöntemleri: Grup Çalışması, Proje Temelli Öğrenme |
| 10 | The student prepares a work schedule and implementation plan appropriate for the project process. | No preparation is required. | Öğretim Yöntemleri: Proje Temelli Öğrenme |
| 11 | Prepares a rubric, observation form, or checklist for evaluating the student project process and product. | No preparation is required. | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 12 | The student formats the project report in accordance with scientific writing guidelines. | No preparation is required. | Öğretim Yöntemleri: Tartışma, Beyin Fırtınası |
| 13 | The student presents the project they have developed and evaluates other projects according to established criteria. | No preparation is required. | Öğretim Yöntemleri: Proje Temelli Öğrenme |
| 14 | The student evaluates the student project development process holistically and discusses its contributions to mathematics education. | No preparation is required. | Öğretim Yöntemleri: Proje Temelli Öğrenme |
| 15 | The student evaluates the student project development process holistically and discusses its contributions to mathematics education-2 | No preparation is required. | Öğretim Yöntemleri: Proje Temelli Öğrenme |
| 16 | Term Exams | Completing the project | Ölçme Yöntemleri: Proje / Tasarım |
| 17 | Term Exams | Completing the project | Ölçme Yöntemleri: Proje / Tasarım |
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 | 8 | 8 |
| Final Exam | 1 | 24 | 24 |
| Total Workload (Hour) | 116 | ||
| Total Workload / 25 (h) | 4,64 | ||
| ECTS | 5 ECTS | ||