| Course Name | Code | Semester | T+U Hours | Credit | ECTS |
|---|---|---|---|---|---|
| Concept Mistakes In Mathematics Teaching | IME 403 | 7 | 2 + 0 | 2 | 3 |
| Precondition Courses | |
| Recommended Optional Courses | |
| Course Language | Turkish |
| Course Level | Bachelor's Degree |
| Course Type | Compulsory |
| Course Coordinator | Prof.Dr. MELEK MASAL |
| Course Lecturers | |
| Course Assistants | Res. Assist. Büşra ÇAYLAN |
| Course Category | Field Proper Education |
| Course Objective | Informing students about misconceptions about mathematical concepts and providing solutions for misconceptions |
| Course Content | Mathematical mistake, difficulty and misconception; types of misconceptions, common misconceptions associated with these concepts; questioning techniques of middle school students; producing solutions for misconceptions according to the characteristics of the subject area and individual differences of students |
| # | Course Learning Outcomes | Teaching Methods | Assessment Methods |
|---|---|---|---|
| 1 | Students will learn the concepts of mathematical mistake, difficulty and misconception | Lecture, Drilland Practice, | Testing, |
| 2 | Students will the types of mathematical misconceptions. | Lecture, Drilland Practice, | Testing, |
| 3 | Students will learn various mathematical concepts and common misconceptions associated with these concepts in the literature | Lecture, Drilland Practice, | Testing, |
| 4 | Students will the techniques of questioning of middle school students | Lecture, Drilland Practice, | Testing, |
| 5 | Students will produce solutions for misconceptions according to the characteristics of the subject area and individual differences of the students | Lecture, Drilland Practice, | Testing, |
| Week | Course Topics | Preliminary Preparation |
|---|---|---|
| 1 | Mathematical mistake, difficulty and misconception and relations with each other | |
| 2 | Types of misconceptions | |
| 3 | Reasons of misconceptions | |
| 4 | The techniques of questioning of middle school students | |
| 5 | Misconceptions about addition and subtraction concepts and solution offers | |
| 6 | Misconceptions about fractions and solution offers | |
| 7 | Difficulties and solution offers for students in the concept of step value in numbers | |
| 8 | Common misconceptions about the basic components of measurement and solution offers | |
| 9 | Midterm | |
| 10 | Challenges for negative numbers and solution suggestions | |
| 11 | Difficulties in learning and teaching of the concept of symmetry and solution offers | |
| 12 | Difficulties in the teaching of probability and solution offers | |
| 13 | Misconceptions about first order equations and solution offers | |
| 14 | Difficulties for conceptual learning of ratio and proportion and solution offers |
| Resources | |
|---|---|
| Course Notes | |
| Course Resources | Matematik Öğreniminde Kavram Yanılgıları ve Zorluklar (4, 5, 6, 7, 8. Sınıflar için), Alattin Ural, Cinius Yayınları |
| Order | Program Outcomes | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | X | ||||||
| 2 | X | ||||||
| 3 | X | ||||||
| 4 | |||||||
| 5 | X | ||||||
| 6 | X | ||||||
| 7 | |||||||
| 8 | X | ||||||
| 9 | X | ||||||
| 10 | |||||||
| 11 | |||||||
| 12 | |||||||
| 13 | |||||||
| 14 | X | ||||||
| 15 | X | ||||||
| 16 | |||||||
| 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 | ||