| Course Name | Code | Semester | T+U Hours | Credit | ECTS |
|---|---|---|---|---|---|
| Teaching Mathematics To Individuals With Intellect | ZEE 206 | 4 | 3 + 0 | 3 | 6 |
| Precondition Courses | |
| Recommended Optional Courses | |
| Course Language | Turkish |
| Course Level | Bachelor's Degree |
| Course Type | Compulsory |
| Course Coordinator | Arş.Gör. DAMLA ALTIN |
| Course Lecturers | |
| Course Assistants | Research Assisstant Hande CİHAN |
| Course Category | |
| Course Objective | Get students to comprehend the importance of teaching mathematics in the education of children with mental retardation. To teach the skill of preparing Individualized Educational Programs related to mathematical abilities among children with mental retardation. To teach how to use “direct teaching” and “interaction unit” for teaching mathematics to children with mental retardation. |
| Course Content | Teaching mathematics and planning it, assessment of mathematical skill and concepts, ordered teaching and direct teaching approaches, development of problem solving skill, application of mathematical programs, teaching how to count, accumulate, subtract, multiply , divide; error types and analysis in teaching mathematics, teaching functional mathematical skills, teaching value (Money), time, length and mass measures, and geometrical concepts and skills. |
| # | Course Learning Outcomes | Teaching Methods | Assessment Methods |
|---|---|---|---|
| 1 | Students explain the importance of mathematics in the education of children with intellectual disabilities. | Drilland Practice, Motivations to Show, Group Study, Case Study, Problem Solving, | Testing, Oral Exam, Homework, Performance Task, |
| 2 | Students use math teaching methods for students with intellectual disabilities. | Drilland Practice, Motivations to Show, Group Study, Case Study, Problem Solving, | Testing, Oral Exam, Homework, Performance Task, |
| 3 | Students explain learning environments and materials to teach math for children with intellectual disabilities. | Drilland Practice, Motivations to Show, Group Study, Case Study, Problem Solving, | Testing, Oral Exam, Homework, Performance Task, |
| 4 | Students create criterion based assessment tool. | Drilland Practice, Motivations to Show, Group Study, Case Study, Problem Solving, | Testing, Oral Exam, Homework, Performance Task, |
| 5 | Students use of a math lesson plan for stundents with intellectual disabilities. | Drilland Practice, Motivations to Show, Group Study, Case Study, Problem Solving, | Testing, Oral Exam, Homework, Performance Task, |
| 6 | Students prepare to math individualized education program | Drilland Practice, Motivations to Show, Group Study, Case Study, Problem Solving, | Testing, Oral Exam, Homework, Performance Task, |
| 7 | Students prepare to math individualized lesson program | Drilland Practice, Motivations to Show, Group Study, Case Study, Problem Solving, | Testing, Oral Exam, Homework, Performance Task, |
| Week | Course Topics | Preliminary Preparation |
|---|---|---|
| 1 | What is “teaching mathematics”? | |
| 2 | Review of math teaching programs. | |
| 3 | Evaluation of math skills. | |
| 4 | Error analysis in children' math skills. | |
| 5 | Factors of effecting for math teaching. | |
| 6 | Planning of math teaching | |
| 7 | Teaching methods of math for students with intellectual disabilies. | |
| 8 | Teaching numbers and counting | |
| 9 | Mid-term Examination | |
| 10 | Teaching addiction and subtraction for students with intellectual disabilies. | |
| 11 | Teaching multiplication and dividing for students with intellectual disabilies. | |
| 12 | Teaching solving basic math problems for students with intellectual disabilies. | |
| 13 | Teaching measuring for students with intellectual disabilies. | |
| 14 | Teaching geometry for students with intellectual disabilies. |
| Resources | |
|---|---|
| Course Notes | <p>Yıkmış, A., (2005), Etkileşime Dayalı Matematik Öğretimi, Ankara: Kök yayıncılık</p> |
| Course Resources | Aktaş-Arnas,Y. (2002). Okulöncesi Dönemde Matematik Eğitimi. Adana; Nobel Tıp Kitabevi.Baykul, Y. (2009) İlköğretimde Matematik Öğretimi. Ankara: Pegem Akademi. Gürsel, O. (2010). Matematik Öğretimi. İlköğretimde Kaynaştırma. (Ed. İ.H.Diken) Pegem Akademi, Ankara, s.444-478.Olkun, S. ve Uçar, Z. T. (2009). İlköğretimde etkinlik temelli matematik öğretimi. Maya Akademi Eğitim ve Danışmanlık.Özdaş, A. (2011) Okulöncesinde Matematik Öğretimi. Eskişehir: Anadolu Üniversitesi Yayını (No: 2228). Yıkmış, A. (2005). Etkileşime Dayalı Matematik Öğretimi. Ankara: Kök Yayıncılık. |
| Order | Program Outcomes | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Learner has the high level knowledge and the skills supported by the books including the most recent information, practice materials and other scientific sources about special education, pedagogy, culture and basic sciences. | ||||||
| 2 | Learner feels ready to work with individual with developmental disabilities, and has effective communication skills. | ||||||
| 3 | They investigate and evaluate the consepts, ideas and datas about special education and pedagogic information scientifically; diognise, analyze and negotiate comlicated problems and subjects and develops suggestions based on scientific datas and proofs. | ||||||
| 4 | They inform to audiences about special education and teaching skills, explain thinks to them. | ||||||
| 5 | They have the skills about learning how to learn, self-confidence, critical thinking, creative thinking; can carry on the works of his area individually. | ||||||
| 6 | They take the responsibiliy of unexpected events in his job and try to find solutions. | ||||||
| 7 | They know the all features ( additional disability, health problems(epilepsi, what medicine to take, etc.)of their students and their needs; know the socio-cultural and economic of the immediate environment. | ||||||
| 8 | They can watch and understand the information about special education and pedagogy and have the second language knowledge to communicate with their collagues (“European Language Portfolio Global Scale”, Level B1). | ||||||
| 9 | Instructor compares and contrasts the previous evaluation of the learners’ development, shares the results with the parents and the managers, develops the new instruction plan according to that result. | ||||||
| 10 | |||||||
| 11 | |||||||
| 12 | |||||||
| 13 | |||||||
| 14 | |||||||
| 15 | |||||||
| Evaluation System | |
|---|---|
| Semester Studies | Contribution Rate |
| 1. Ara Sınav | 60 |
| 1. Kısa Sınav | 10 |
| 1. Ödev | 20 |
| 2. Kısa Sınav | 10 |
| Total | 100 |
| 1. Yıl İçinin Başarıya | 60 |
| 1. Final | 40 |
| Total | 100 |
| ECTS - Workload Activity | Quantity | Time (Hours) | Total Workload (Hours) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 4 | 64 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 4 | 64 |
| Mid-terms | 1 | 10 | 10 |
| Quiz | 2 | 5 | 10 |
| Assignment | 1 | 8 | 8 |
| Final examination | 1 | 6 | 6 |
| Total Workload | 162 | ||
| Total Workload / 25 (Hours) | 6.48 | ||
| dersAKTSKredisi | 6 | ||