| Course Name | Code | Semester | T+U Hours | Credit | ECTS |
|---|---|---|---|---|---|
| Special Teaching Methods I | IME 307 | 5 | 2 + 2 | 3 | 6 |
| Precondition Courses | |
| Recommended Optional Courses | |
| Course Language | Turkish |
| Course Level | Bachelor's Degree |
| Course Type | Compulsory |
| Course Coordinator | Dr.Öğr.Üyesi NURAY ÇALIŞKAN DEDEOĞLU |
| Course Lecturers | Dr.Öğr.Üyesi NURAY ÇALIŞKAN DEDEOĞLU, |
| Course Assistants | Research Assistant Emine Nur BİLGİÇ |
| Course Category | Available Basic Education in the Field |
| Course Objective | To get students to have a critical understanding of middle school mathematics concepts and teaching methods in middle school mathematics |
| Course Content | Basic concepts of school mathematics and their relationship to mathematics teaching, basic principles of mathematics teaching and its roots in laws and education policy, main purposes of mathematics teaching, and methods, techniques and materials in mathematics teaching. Analysis of the middle school mathematics curriculum (goals, outcomes, themes, units, activities, etc). Analysis of student textbooks and workbooks, and teacher editions. |
| # | Course Learning Outcomes | Teaching Methods | Assessment Methods |
|---|---|---|---|
| 1 | Associate mathematics teaching methods with mathematical concepts. | Lecture, Discussion, Motivations to Show, | Testing, |
| 2 | Explain extent, goals and properties of middle school mathematics curriculum | Lecture, Discussion, Motivations to Show, | Testing, |
| 3 | Identify basic concepts of mathematics teaching | Discussion, Motivations to Show, | Testing, |
| 4 | Design teaching-learning process in mathematics teaching effectivelly. | Discussion, Motivations to Show, | Testing, Homework, |
| 5 | Analyze possible misconceptions in mathematics teaching. | Lecture, Question-Answer, Discussion, | Testing, |
| 6 | Determine the types of problems designed in mathematics teaching. | Lecture, Question-Answer, Discussion, | Testing, |
| Week | Course Topics | Preliminary Preparation |
|---|---|---|
| 1 | Nature of mathematics, importance of mathematics teaching | |
| 2 | Mathematics performance indicators in international area | |
| 3 | General structure of middle school mathematics curriculum, basic skills | |
| 4 | Examining activities of mathematical applications program | |
| 5 | Open-ended problems/mathematical modelling | |
| 6 | Problem solving process | |
| 7 | Routine and non-routine problems | |
| 8 | Misconceptions in mathematics teaching | |
| 9 | Mid – Term Exam | |
| 10 | Basic learning approaches in mathematics teaching | |
| 11 | Basic learning approaches in mathematics teaching | |
| 12 | Designing activities in mathematics teaching | |
| 13 | Designing activities in mathematics teaching | |
| 14 | Designing activities in mathematics teaching |
| Resources | |
|---|---|
| Course Notes | |
| Course Resources | Altun, M. (2012). İlköğretim 2. kademe (6, 7, 8. sınıflarda) Matematik Öğretimi. Bursa: Alfa Aktüel yayınları. Baki, A. (2007). Kuramdan Uygulamaya Matematik Eğitimi. Ankara: Derya yayınları. MEB (2018). Matematik dersi öğretim programı (1.-8. sınıflar) . Ankara: MEB. Van de Walle, J., Karp, K. S. & Bay-Williams, J. M. (2013). Elementary and middle school mathematics: Teaching developmentally. Boston, MA: Pearson Education, Inc. |
| Order | Program Outcomes | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Have general information about basic concept, theory and applicaitons on mathematics | X | |||||
| 2 | Have ability of mathematical thinking and apply to real life | X | |||||
| 3 | Classify a problem systematically also create comprehensible, understandable and objective solutions | X | |||||
| 4 | Establish relationship among events looked different | X | |||||
| 5 | Get clear and exact ideas about relationships among time, place and numbers | X | |||||
| 6 | Use principles of scientific method on problem solving | X | |||||
| 7 | Have character on explorer, impartial, disinterested, give sound decisions, open mind and believe that spreading information is needed | X | |||||
| 8 | Think creative and critical | X | |||||
| 9 | Improve methods as fast, understandable and practical to faced problems | X | |||||
| 10 | Have information about national and international modern problems | ||||||
| 11 | Get life long learning behaviour | X | |||||
| 12 | Know and apply approach, aim, goal, principle and techniques of teaching program on special field with basic value and principles of Turkish National Education System | X | |||||
| 13 | Evaluate development and learning of students, provide to evaluate self-assessment and other students. Use the assessment results to better instruction; share the results with student, parent, administrators and teachers. | ||||||
| 14 | Endeavor for constant development by making self-evaluation. Open the new knowledge and ideas, have a role to develop himself/herself and his/her institution. Have enough knowledge and conscious to protection subjects on society values and environment. | ||||||
| 15 | Interrogator ( get habit to find source of knowledge by asking “Why?” question instead of direct acceptance to given knowledges ) | X | |||||
| Evaluation System | |
|---|---|
| Semester Studies | Contribution Rate |
| 1. Ara Sınav | 70 |
| 1. Kısa Sınav | 10 |
| 2. Kısa Sınav | 10 |
| 3. Kısa Sınav | 10 |
| Total | 100 |
| 1. Yıl İçinin Başarıya | 50 |
| 1. Final | 50 |
| 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 | 2 | 32 |
| Mid-terms | 1 | 20 | 20 |
| Assignment | 1 | 5 | 5 |
| Final examination | 1 | 25 | 25 |
| Quiz | 3 | 5 | 15 |
| Total Workload | 161 | ||
| Total Workload / 25 (Hours) | 6.44 | ||
| dersAKTSKredisi | 6 | ||