Course Name | Code | Semester | T+U Hours | Credit | ECTS |
---|---|---|---|---|---|
Self-Regulation In Mathematics Education | IME 006 | 0 | 2 + 0 | 2 | 4 |
Precondition Courses | ||
Recommended Optional Courses | ||
Course Language | Turkish | |
Course Level | Bachelor's Degree | |
Course Type | Optional | |
Course Coordinator | Dr.Öğr.Üyesi AYŞE ZEYNEP AZAK | |
Course Lecturers | ||
Course Assistants | Arş.Gör.Dr. EMİNE NUR BİLGİÇ |
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Course Category | Field Proper Education | |
Course Objective |
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Course Content | Self-regulation and self-regulated learning processes; the aim and importance of self-regulated learning in mathematics education; the features of self-regulated learning in mathematics teaching and self-regulated learning strategies; classroom environments and teaching practices that support self-regulated learning; metacognition; self-regulation in teachers; evaluation of metacognition and self-regulation skills. |
# | Course Learning Outcomes | Teaching Methods | Assessment Methods |
---|---|---|---|
1 | Learn concepts of self-regulation and metacognition, and have an idea about the importance of these concepts. | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, Homework, |
2 | Contributes to the self-regulated learning process of the students. | Lecture, Question-Answer, Discussion, Group Study, Brain Storming, Self Study, | Testing, Homework, |
3 | Knows the characteristics of self-regulated learning in mathematics teaching and appreciates such students. | Lecture, Question-Answer, Discussion, Group Study, Brain Storming, Self Study, | Testing, Homework, |
4 | Find valuable to guide students on the use of self-regulated learning strategies. | Lecture, Question-Answer, Drilland Practice, Group Study, Self Study, | Testing, Homework, |
5 | Develop classroom environments and teaching practices that support self-regulated learning. | Question-Answer, Discussion, Drilland Practice, Demonstration, Brain Storming, | Testing, Homework, |
6 | Manage and enhance your own self-regulation skills. | Group Study, Brain Storming, Self Study, | Testing, Homework, |
Week | Course Topics | Preliminary Preparation |
---|---|---|
1 | Basic concepts of self regulation. | |
2 | The aim and importance of self-regulated learning in mathematics education. | |
3 | The features of self-regulated learning in mathematics teaching | |
4 | Self-regulated learning strategies in mathematics teaching. | |
5 | Classroom environments that support self-regulated learning. | |
6 | Teaching practices that support self-regulated learning. | |
7 | Metacognition. | |
8 | Midterm | |
9 | Self-regulation in teachers. | |
10 | Evaluation of metacognition and self-regulation skills. | |
11 | Evaluation of metacognition and self-regulation skills. | |
12 | Evaluation of metacognition and self-regulation skills. | |
13 | Evaluation of metacognition and self-regulation skills. | |
14 | Final |
Resources | |
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Course Notes | |
Course Resources |
Order | Program Outcomes | Level of Contribution | |||||
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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 | |
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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 | 3 | 42 |
Mid-terms | 1 | 3 | 3 |
Quiz | 2 | 4 | 8 |
Assignment | 1 | 3 | 3 |
Final examination | 1 | 10 | 10 |
Total Workload | 94 | ||
Total Workload / 25 (Hours) | 3.76 | ||
dersAKTSKredisi | 4 |