| Course Name | Code | Semester | T+U Hours | Credit | ECTS |
|---|---|---|---|---|---|
| Problem Solving In Mathematics | IME 407 | 7 | 2 + 0 | 2 | 3 |
| Precondition Courses | |
| Recommended Optional Courses | |
| Course Language | Turkish |
| Course Level | Bachelor's Degree |
| Course Type | Compulsory |
| Course Coordinator | Dr.Öğr.Üyesi ERCAN MASAL |
| Course Lecturers | |
| Course Assistants | Res. Assist. Büşra ÇAYLAN |
| Course Category | Field Proper Education |
| Course Objective | The use of problem-solving in mathematics teaching and be able to prepare rich learning environments with problem-based learning |
| Course Content | Problem and problem solving, types of the problems, the importance of teaching problem solving, recent developments in problem solving, mathematical problem solving strategies and the importance of multiple representations in problem solving; problem examples that can be solved with different problem solving strategies, evaluation of problem solving; definition, process, properties and importance of problem posing, problem posing classifications, problem posing strategies, making different problem setting exercises; problem solving in secondary school mathematics curriculum and textbooks; evaluation of problem posing. |
| # | Course Learning Outcomes | Teaching Methods | Assessment Methods |
|---|---|---|---|
| 1 | Students will learn different approaches towards problem solving. | Lecture, Drilland Practice, | Testing, |
| 2 | Students will know the types of problem and strategies of problem solving | Lecture, Drilland Practice, | Testing, |
| 3 | Students will design different lesson design towards different learning areas with problem based learning | Lecture, Drilland Practice, | Testing, |
| 4 | Students will learn alternative evaluation systems through problem solving and posing | Lecture, Drilland Practice, | Testing, |
| 5 | Students will know problem posing processes and be able to use in their teaching | Lecture, Drilland Practice, | Homework, |
| Week | Course Topics | Preliminary Preparation |
|---|---|---|
| 1 | What is the problem and problem solving? How should a good problem be? | |
| 2 | The importance of problem solving in the current mathematics education curriculum and examination the learning outcome of problem solving and posing. | |
| 3 | The aims of using problem solving in mathematics education according to historical developments of problem solving and types of problem. | |
| 4 | Non- routine problems and types of problems | |
| 5 | The examination of problems can be solved working backwards | |
| 6 | The examination of problems can be solved setting equations | |
| 7 | The examination of problems that can be solved finding a pattern and the examination of impact algebraic thinking of the patterns | |
| 8 | The examination of problems can be solved solving a simpler analogous problem | |
| 9 | Midterm | |
| 10 | The examination of problems can be solved adopting a different point of view and making a drawing. | |
| 11 | According to the changing paradigm, the importance of problem based learning. | |
| 12 | The problems associated with learning outcomes towards exploring concepts at problem based learning | |
| 13 | The application of the problems associated with learning outcomes towards exploring concepts at problem based learning | |
| 14 | Solution of mixed problems |
| Resources | |
|---|---|
| Course Notes | |
| Course Resources | Matematiksel Sıradışı Problem Çözme Stratejileri ve Örnekleri, Yeliz Yazgan Çiğdem Arslan, Pegem Yayınevi Matematikte Problem Çözme 3-6. Sınıflar İçin Kavramayı Derinleştirecek Güçlü Stratejiler, Alfred S. Posamentier-Stephen Krulik, Pegem Akademi Yayıncılık Gerçekçi Matematik Eğitimi, Ali Özkaya-Gökhan Aksu, Maya Akademi |
| Order | Program Outcomes | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | X | ||||||
| 2 | X | ||||||
| 3 | X | ||||||
| 4 | X | ||||||
| 5 | X | ||||||
| 6 | X | ||||||
| 7 | |||||||
| 8 | |||||||
| 9 | |||||||
| 10 | |||||||
| 11 | |||||||
| 12 | |||||||
| 13 | X | ||||||
| 14 | X | ||||||
| 15 | X | ||||||
| 16 | X | ||||||
| 17 | |||||||
| Evaluation System | |
|---|---|
| Semester Studies | Contribution Rate |
| 1. Ara Sınav | 60 |
| 1. Kısa Sınav | 15 |
| 1. Ödev | 10 |
| 2. Kısa Sınav | 15 |
| 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 | 2 | 32 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 2 | 32 |
| Mid-terms | 1 | 5 | 5 |
| Quiz | 2 | 3 | 6 |
| Assignment | 1 | 3 | 3 |
| Final examination | 1 | 5 | 5 |
| Total Workload | 83 | ||
| Total Workload / 25 (Hours) | 3.32 | ||
| dersAKTSKredisi | 3 | ||