|
| Course Description |
|
| Course Name |
: |
Teaching Mathematics II |
|
| Course Code |
: |
S 308 |
|
| Course Type |
: |
Compulsory |
|
| Level of Course |
: |
First Cycle |
|
| Year of Study |
: |
3 |
|
| Course Semester |
: |
Spring (16 Weeks) |
|
| ECTS |
: |
4 |
|
| Name of Lecturer(s) |
: |
Assoc.Prof.Dr. PERİHAN DİNÇ ARTUT
Assoc.Prof.Dr. KAMURAN TARIM GÖZÜBATIK
Asst.Prof.Dr. AYTEN PINAR BAL
|
|
| Learning Outcomes of the Course |
: |
Explains teaching fraction
Implements math activities about fraction
Explains teaching operations with fraction
Implements math activities about using operation with fraction
Explains teaching measurement
Implements math activities about measurement
Explains the development of geometric thinking of children
Describes the properties of basic geometric shapes and objects
Explains teaching measuring lenght, measuring area,measuring volume
Explains techniques gathering data
Explains teaching principal statsitics and probability concepts
Implements math activities about statistics and probability
|
|
| Mode of Delivery |
: |
Face-to-Face |
|
| Prerequisites and Co-Prerequisites |
: |
S 307 Teaching Mathematics I
|
|
| Recommended Optional Programme Components |
: |
None |
|
| Aim(s) of Course |
: |
The aim of this course is to teach mathematics content of the fraction, the fraction numbers, arithmetic operations, geometry, graphics, and data processing based on activity to elementary pre-service teachers |
|
| Course Contents |
: |
Organisation of fraction, teaching fractional numbers,teaching the four mathematical operations with rational numbers, basic forms of geometry and geometrical shapes, thecniques to collect knownledge, teaching the first steps of statistics and probability, basic perceptions of geometry and application oh thin context. |
|
| 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 |
Organisation of fraction, teaching fractional numbers,
Application of this context |
Altun (2005) p.240-258;
Gür (2006) p. 221-228;
MEB (2009) |
Group Discussion,Lecture |
|
2 |
teaching the four mathematical operations with rational numbers,
|
Altun (2005) p.240-258;
Gür (2006) p. 221-228;
MEB (2009) |
Group Discussion,Lecture |
|
3 |
teaching the four mathematical operations with rational numbers,
|
Altun (2005) p.258-291;
Gür (2006) p.228-247;
MEB (2009) |
Group Discussion,Lecture |
|
4 |
Application of this context of fraction |
Altun (2005) p.258-291;
Gür (2006) p.228-247;
MEB (2009) |
Group Discussion,Lecture |
|
5 |
teaching measurements concept and teaching activities related to the planning, implementation, evaluation |
Altun (2005) p.294-322;
Gür (2006) p.311-346;
MEB (2009) |
Group Discussion,Lecture |
|
6 |
basic forms of geometry and geometrical shapes, thecniques to collect knownledge, teaching the first steps of statistics and probability, basic perceptions of geometry and application oh thin context. |
Altun (2005) p.345-394;
Gür (2006) p.271-309;
MEB (2009) |
Group Discussion,Lecture |
|
7 |
measuring lenght,
measuring area,
measuring volume |
Altun(2005) p.344-394;
Gür (2006) p.271-309;
MEB (2009) |
Group Discussion,Lecture |
|
8 |
Mid term exam |
Preparing exam |
Written exam |
|
9 |
Group studies (Project presentations) |
Altun (2005) s.344-394;
Gür (2006) s.271-309;
MEB (2009) |
Group Discussion,Lecture |
|
10 |
Group studies (Project presentations) |
Altun (2005) p.325-343;
Gür (2006) p.249-269;
MEB (2009) |
Group Discussion,Lecture |
|
11 |
Group studies (Project presentations) |
Altun (2005) p.325-343;
Gür (2006) p.1249-269;
MEB (2009) |
Lecture, cooperative learning, Group Discussion, |
|
12 |
Group studies (Project presentations) |
reading releted literaure |
Lecture, cooperative learning, Group Discussion, |
|
13 |
Group studies (Project presentations) |
reading releted literaure |
Lecture, cooperative learning, Group Discussion, |
|
14 |
Group studies (Project presentations) |
reading releted literaure |
Lecture, cooperative learning, Group Discussion, |
|
15 |
Group studies (Project presentations) |
reading releted literaure |
Lecture, cooperative learning, Group Discussion, |
|
16/17 |
Final Exam |
preparing exam |
written exam |
|
|
|
Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Gür, H. (2006) Teaching Mathematics. Ankara: Lisans yayıncılık.
Altun, M. (2005) Teaching Mathematics Bursa: Erkam Matbacılık
MEB (2009) Elementary School Mathematice Curriculum (1-5 Grade). Ankara: Devlet Kitapları Müdürlüğü Basımevi
|
| |
| 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.). |
5 |
|
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. |
4 |
|
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. |
4 |
|
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 |
0 |
|
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 |
2 |
28 |
| Assesment Related Works |
|
Homeworks, Projects, Others |
4 |
6 |
24 |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
5 |
5 |
|
Final Exam |
1 |
5 |
5 |
|
Total Workload: | 104 |
| Total Workload / 25 (h): | 4.16 |
| ECTS Credit: | 4 |
|
|
|