|
| Course Description |
|
| Course Name |
: |
Teaching Mathematics I |
|
| Course Code |
: |
S 307 |
|
| Course Type |
: |
Compulsory |
|
| Level of Course |
: |
First Cycle |
|
| Year of Study |
: |
3 |
|
| Course Semester |
: |
Fall (16 Weeks) |
|
| ECTS |
: |
4 |
|
| Name of Lecturer(s) |
: |
Assoc.Prof.Dr. KAMURAN TARIM GÖZÜBATIK
Asst.Prof.Dr. AYTEN PINAR BAL
Assoc.Prof.Dr. PERİHAN DİNÇ ARTUT
|
|
| Learning Outcomes of the Course |
: |
Explains objectives and the main principles of teaching mathematics
Explains the staregies and methods used in teaching mathematics
Explains history of teaching mathematics in Turkey
Compares teaching mathematics in Turkey and other countries in the world
Explains the content and gains of elementary math curriculum
Explains how to assess and evaluate in math teaching
Explains the importance of problem solving and teaching
Explains teaching formation of the natural numbers and their structural features
Explains teaching the four mathematical operations with natural numbers (adding, subtraction, multiplication, division)
Implemenst lesson plans about the four mathematical operations with natural numbers (adding, subtraction, multiplication, division).
|
|
| Mode of Delivery |
: |
Face-to-Face |
|
| Prerequisites and Co-Prerequisites |
: |
None |
|
| Recommended Optional Programme Components |
: |
None |
|
| Aim(s) of Course |
: |
The aim of this course is to recognise elementary mathematics curriculum and gain the teaching natural numbers, operation wtih natural numbers, problem solving with activity based to elementary preservice teachers .
|
|
| Course Contents |
: |
Basic rules about mathematics, a short history of teaching mathematics in Turkey, teaching mathematics in other countries in the world, teaching and learning strategies used in teaching mathematics, curriculum of mathematics in primary schools, measurement and evaluation in mathematics, formation of the natural numbers and their structural features, teaching the four mathematical operations with natural numbers (adding, subtraction, multiplication, division) and teaching problem solving, |
|
| Language of Instruction |
: |
Turkish |
|
| Work Place |
: |
105 |
|
|
Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
The purpose of teaching mathematics, history of mathematics teaching, the basic principles of mathematics teaching |
Altun, M. (2005). p .1-12
Gür, H. (2006). 1 p.11-17 |
Lectures, question and answer technics |
|
2 |
Effective learning and teaching theories in mathematics education |
Altun, M. (2005). p .15-48
Gür, H. (2006). 1 p.19-88
MEB (2009) |
Lectures, question and answer technics |
|
3 |
Primary school mathematics curriculum, and the characteristics of gains; sample activities of planning, implementation and evaluation |
Altun, M. (2005).p.52-78
Gür, H. (2006). 1p.19-88
MEB (2009) |
Lectures, cooperative learning, discussion |
|
4 |
Assessment and evaluation mathematics achievement; sample activities of planning, implementation and evaluation |
Altun, M. (2005).p .52-78
Gür, H. (2006). 1 p.19-88
MEB (2009) |
Lectures, cooperative learning, discussion |
|
5 |
The development of the number concept, formation of the natural numbers and their structural features; sample activities of planning, implementation and evaluation |
Altun, M. (2005). p .51-163
Gür, H. (2006). p.113-153
MEB (2009)
|
Lectures, cooperative learning, discussion |
|
6 |
Teaching of the basic operation in early childhood |
Altun, M. (2005). p .51-163
Gür, H. (2006). p.113-153
MEB (2009) |
Lectures, cooperative learning, discussion |
|
7 |
Teaching operations based on concept of place value |
Altun, M. (2005). p .164-237
Gür, H. (2006). p.155-220
MEB (2009) |
Lectures, cooperative learning, discussion |
|
8 |
Midterm exam |
Preparing exam |
Written exam |
|
9 |
Teaching problem solving |
Altun, M. (2005).p .81-120
Gür, H. (2006). p.89-110
MEB (2009) |
Lectures, cooperative learning, discussion , problem solving technic |
|
10 |
Problem-solving practices |
Altun, M. (2005).p .81-120
Gür, H. (2006). p.89-110
MEB (2009) |
Lectures, cooperative learning, discussion , problem solving technic |
|
11 |
Group studies (Project presentations) |
Altun, M. (2005). s .81-120
Gür, H. (2006). 1 s.89-110
MEB (2009) |
Lectures, cooperative learning, discussion |
|
12 |
Group studies (Project presentations) |
Altun, M. (2005). s .81-120
Gür, H. (2006). 1 s.89-110
MEB (2009) |
Lectures, cooperative learning, discussion |
|
13 |
Group studies (Project presentations) |
Altun, M. (2005). s .81-120
Gür, H. (2006). 1 s.89-110
MEB (2009) |
Lectures, cooperative learning, discussion |
|
14 |
Group studies (Project presentations) |
Altun, M. (2005). s .81-120
Gür, H. (2006). 1 s.89-110
MEB (2009) |
Lectures, cooperative learning, discussion |
|
15 |
Group studies (Project presentations) |
Altun, M. (2005). s .81-120
Gür, H. (2006). 1 s.89-110
MEB (2009) |
Lectures, cooperative learning, discussion |
|
16/17 |
Final exam |
Preparing exam |
Written exam |
|
|
|
Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 MEB (2009) Elementary School Mathematice Curriculum (1-5 Grade). Ankara: Devlet Kitapları Müdürlüğü Basımevi
Murat Altun (2005) Teaching Mathematics. Bursa: Erkam Matbacılık
Hülya Gür (2006) Teaching Mathematics Ankara: Lisans yayıncılık.
|
| |
| Required Course Material(s) | |
|
|
|
Assessment Methods and Assessment Criteria |
|
Semester/Year Assessments |
Number |
Contribution Percentage |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
60 |
|
Homeworks/Projects/Others |
4 |
40 |
|
Total |
100 |
|
Rate of Semester/Year Assessments to Success |
40 |
| |
|
Final Assessments
|
100 |
|
Rate of Final Assessments to Success
|
60 |
|
Total |
100 |
|
|
| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Explains the concepts and principles related to the subject areas of Primary Education (Mathematics, Turkish, Science and Technology, Life Science, Social Studies, Visual Arts, Music, Physical Education, etc.). |
4 |
|
2 |
Evaluates the characteristics of 1st-5th year primary school students’ development along with their role in learning. |
0 |
|
3 |
Evaluates the significant people, events and phenomena in the historical process in terms of their effect on educational applications. |
0 |
|
4 |
Utilizes the process of generating scientific knowledge in order to solve the problems which are encountered in Primary School Education. |
0 |
|
5 |
Uses not only the 1st- 5th grades primary education programs (Turkish, Mathematics, Science and Technology, Social Science, Natural Science, Physical Education, Music, Visual Arts, etc.) but also the specific teaching strategies, methods and techniques of these programs. |
3 |
|
6 |
Makes a critique of art products in the light of information regarding art and describes their qualities. |
0 |
|
7 |
Utilizes appropriate methods and techniques for the development of students´ such high-order thinking skills as critical, creative as well as problem solving. |
5 |
|
8 |
Plans, implements and evaluates the process of teaching and learning by taking the characteristics of students´ development, individual differences as well as the properties of the subject area into account |
0 |
|
9 |
Evaluates students´ learning process by means of different methods and techniques of evaluation and assessment. |
0 |
|
10 |
Generates appropriate learning materials in order to create effective teaching and learning processes, and uses information and communication technologies effectively during this process. |
0 |
|
11 |
Takes responsibility both individually and within groups to solve problems encountered during the applications in primary education |
0 |
|
12 |
Monitors their performance and attempts to improve their professional knowledge and skills. |
0 |
|
13 |
Evaluates the information she/he gains in a critical way by acquiring autonomous learning skills |
3 |
|
14 |
Exchanges his/her ideas and solutions related to the field of teaching in a written or oral way effectively |
0 |
|
15 |
Establishes effective communication with their students, colleagues, school management and families, and develops strategies to ensure families´ participation and support. |
0 |
|
16 |
Within the scope of the education system and school management, utilizes general objectives and basic principles of education in the application. |
0 |
|
17 |
Develops projects and activities in order to make the social environment livable. |
0 |
|
18 |
Makes self-assessment / personal opinion through observing the artistic and scientific activities as well as following the current national and international events. |
0 |
|
19 |
Along with their professional development, improves himself/herself in scientific, cultural, artistic and social areas in accordance with his/her interests and abilities through identifying his/her needs. |
0 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
|
|
| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total 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 |
4 |
4 |
16 |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
5 |
5 |
|
Final Exam |
1 |
5 |
5 |
|
Total Workload: | 110 |
| Total Workload / 25 (h): | 4.4 |
| ECTS Credit: | 4 |
|
|
|