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 |