| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Mathematıcs and Mıstake | IME 412 | 8 | 3 + 0 | 3 | 5 |
| Ön Koşul Dersleri | |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Seçmeli |
| Dersin Koordinatörü | Doç.Dr. NURAY ÇALIŞKAN DEDEOĞLU |
| Dersi Verenler | |
| Dersin Yardımcıları | Research Assistant Büşra Çaylan |
| Dersin Kategorisi | Alanına Uygun Öğretim |
| Dersin Amacı | Create awareness about the mistakes made in mathematics and to investigate ways of correcting these errors. |
| Dersin İçeriği | What is a mathematical error?, What are the reasons for making mistakes, in mathematics?, The relationship between the misconception and error, mathematical proofs, paradoxes, errors whiches known correct, mathematical sophistry. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Explain the reasons of mathematical errors. | Lecture, Question-Answer, Discussion, | Testing, Oral Exam, Homework, |
| 2 | Apply the methods of mathematical proof. | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, Oral Exam, Homework, |
| 3 | Illustrate the mathematical sophistry. | Lecture, Question-Answer, Discussion, Brain Storming, | Homework, Testing, Oral Exam, |
| 4 | Question errors whiches known correct in mathematics. | Lecture, Drilland Practice, Self Study, | Testing, Homework, |
| 5 | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, Oral Exam, Homework, | |
| 6 | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, Oral Exam, Homework, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | What is a mathematical error? | |
| 2 | What are the reasons for making mistakes, in mathematics? | |
| 3 | What are the reasons for making mistakes, in mathematics? | |
| 4 | The relationship between the misconception and error. | |
| 5 | Methods of mathematical proofs. | |
| 6 | Methods of mathematical proofs. | |
| 7 | Paradoxes. | |
| 8 | Paradoxes. | |
| 9 | Mid-term exam. | |
| 10 | Errors whiches known correct. | |
| 11 | Errors whiches known correct. | |
| 12 | Errors whiches known correct. | |
| 13 | Mathematical sophistry. | |
| 14 | Mathematical sophistry. |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları | Matematik ve Hata, Pan yayıncılık, İstanbul (Yazar: Nurettin ÇALIŞKAN) |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 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 | |||||
| # | Ders Öğrenme Çıktılarının Program Çıktılarına Katkısı | PÇ 1 | PÇ 2 | PÇ 3 | PÇ 4 | PÇ 5 | PÇ 6 | PÇ 7 | PÇ 8 | PÇ 9 | PÇ 10 | PÇ 11 | PÇ 12 | PÇ 13 | PÇ 14 | PÇ 15 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | Explain the reasons of mathematical errors. | |||||||||||||||
| 2 | Apply the methods of mathematical proof. | |||||||||||||||
| 3 | Illustrate the mathematical sophistry. | |||||||||||||||
| 4 | Question errors whiches known correct in mathematics. | |||||||||||||||
| 5 | ||||||||||||||||
| 6 |
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 40 |
| 1. Kısa Sınav | 20 |
| 1. Ödev | 20 |
| 2. Kısa Sınav | 20 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 50 |
| 1. Final | 50 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 3 | 48 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 3 | 48 |
| Mid-terms | 1 | 3 | 3 |
| Quiz | 2 | 3 | 6 |
| Assignment | 1 | 10 | 10 |
| Final examination | 1 | 3 | 3 |
| Toplam İş Yükü | 118 | ||
| Toplam İş Yükü / 25 (Saat) | 4,72 | ||
| dersAKTSKredisi | 5 | ||