1. Education Information System
  2. Primary School Mathematics Teaching
  3. Modelling In Mathematics Teaching (2020 - 2021)
Course Name Code Semester T+U Hours Credit ECTS
Modelling In Mathematics Teaching IME 406 8 2 + 0 2 4
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
Course Assistants

Arş.Gör.Dr. EMİNE NUR BİLGİÇ
Course Category Field Proper Education
Course Objective
The aim of this lesson is to inform mathematics students teachers about mathematical modelling concept and modelling processes, to work on different modelling problems, to develop modelling problems, to inform about in-class modelling implementations, to develop modelling implementations, to examine and evaluate solution approaches and thought processes displayed by students who solve modelling problem. It is also aimed for mathematics students teachers to have knowledge and skill to develop and perform modelling implementations in their future professional lives in the light of the knowledge and experiences gained in this course.
Course Content

Mathematical modeling and problem solving; modeling and modeling process in mathematics teaching; modeling cycle process (identification of the problem, manipulation, prediction and verification), the steps of developing models; principles of developing models; the application of modeling tasks in mathematics classes and the role of the teacher; preparing mathematical modeling tasks and observing students' mathematical thinking processes.
# Course Learning Outcomes Teaching Methods Assessment Methods
1 Explains mathematical modeling concept and modeling processes. Lecture, Question-Answer, Discussion, Brain Storming, Testing, Homework,
2 Solve mathematical modeling tasks and problem situations. Question-Answer, Discussion, Drilland Practice, Motivations to Show, Group Study, Brain Storming, Self Study, Problem Solving, Testing, Homework,
3 Designs mathematical modeling task and different problem situations. Question-Answer, Discussion, Group Study, Brain Storming, Self Study, Problem Solving, Testing, Homework,
4 Designs mathematical modeling task and different problem situations. Question-Answer, Discussion, Demonstration, Group Study, Brain Storming, Self Study, Problem Solving, Testing, Homework,
5 Evaluates the problems based on mathematical modeling. Question-Answer, Discussion, Group Study, Brain Storming, Self Study, Problem Solving, Testing, Homework,
Week Course Topics Preliminary Preparation
1 Introduction of the course, examination of the model, modeling and model use in mathematics education
2 The relationship between model,modeling and mathematical modeling
3 Mathematical modeling process and examination of different modeling processes in literature
4 The importance of mathematical modeling in mathematics education
5 Different modeling perspectives (example tasks according to different perspectives)
6 Mathematical modeling competencies
7 Examination of the relationship between mathematical modeling process and modeling competences
8 Midterm
9 Modeling activities in teaching
10 Characteristics of modeling activities according to different modeling perspectives
11 Application of modeling activities in classroom environment
12 Sample task design process
13 Micro-teaching applications
14 Final
Resources
Course Notes
Course Resources
  • Haines, C., Galbraith, P., Blum, W & Khan, S. (Eds): Mathematical Modelling (ICTMA 12). Education, engineering and economics. Chichester: Horwood Publishing
  • Blum, W., Galbraith, P., Henn, H.-W. & Niss, M. (Eds): Modelling and Applications in Mathematics Education. New York: Springer
  • OECD (2001): Knowledge and Skills for Life. First Results from PISA 2000. Paris: OECD.
  • Blum, W., Galbraith, P.L., Henn, H-W. & Niss, M. (eds). Modelling and Applications in Mathematics Education. 14th ICMI Study. New York, USA: Sprin
  • Lesh, R. & Doerr, H.M. (eds). Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning and Teaching. Mahwah, New Jersey: Lawrence Erlbaum Associates Publishers
Order Program Outcomes Level of Contribution
1 2 3 4 5
1 X
2 X
3 X
4 X
5 X
6 X
7 X
8 X
9 X
10 X
11 X
12 X
13 X
14 X
15 X
16 X
17 X
Evaluation System
Semester Studies Contribution Rate
1. Ödev 20
1. Kısa Sınav 20
2. Kısa Sınav 20
1. Ara Sınav 40
Total 100
1. Final 50
1. Yıl İçinin Başarıya 50
Total 100
ECTS - Workload Activity Quantity Time (Hours) Total Workload (Hours)
Course Duration (Including the exam week: 16x Total course hours) 14 2 28
Hours for off-the-classroom study (Pre-study, practice) 14 4 56
Mid-terms 1 1 1
Assignment 1 4 4
Final examination 1 2 2
Total Workload 91
Total Workload / 25 (Hours) 3.64
dersAKTSKredisi 4