| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Specıal Teachıng Methods I | IME 307 | 5 | 2 + 2 | 3 | 6 |
| Ön Koşul Dersleri | |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Doç.Dr. NURAY ÇALIŞKAN DEDEOĞLU |
| Dersi Verenler | |
| Dersin Yardımcıları | Research Assistant Emine Nur BİLGİÇ |
| Dersin Kategorisi | Diğer |
| Dersin Amacı | To get students to have a critical understanding of middle school mathematics concepts and teaching methods in middle school mathematics |
| Dersin İçeriği | Basic concepts of school mathematics and their relationship to mathematics teaching, basic principles of mathematics teaching and its roots in laws and education policy, main purposes of mathematics teaching, and methods, techniques and materials in mathematics teaching. Analysis of the middle school mathematics curriculum (goals, outcomes, themes, units, activities, etc). Analysis of student textbooks and workbooks, and teacher editions. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Associate mathematics teaching methods with mathematical concepts. | Lecture, Brain Storming, Group Study, | |
| 2 | Explain extent, goals and properties of middle school mathematics curriculum | Lecture, Brain Storming, Group Study, | |
| 3 | Identify basic concepts of mathematics teaching | Brain Storming, Group Study, | |
| 4 | Design teaching-learning process in mathematics teaching effectivelly. | Brain Storming, Group Study, | |
| 5 | Analyze possible misconceptions in mathematics teaching. | Lecture, Question-Answer, Brain Storming, | |
| 6 | Determine the types of problems designed in mathematics teaching. | Lecture, Question-Answer, Brain Storming, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Nature of mathematics, importance of mathematics teaching | |
| 2 | Mathematics performance indicators in international area | |
| 3 | General structure of middle school mathematics curriculum, basic skills | |
| 4 | Examining activities of mathematical applications program | |
| 5 | Open-ended problems/mathematical modelling | |
| 6 | Problem solving process | |
| 7 | Routine and non-routine problems | |
| 8 | Misconceptions in mathematics teaching | |
| 9 | Mid – Term Exam | |
| 10 | Basic learning approaches in mathematics teaching | |
| 11 | Basic learning approaches in mathematics teaching | |
| 12 | Designing activities in mathematics teaching | |
| 13 | Designing activities in mathematics teaching | |
| 14 | Designing activities in mathematics teaching |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları | Altun, M. (2012). İlköğretim 2. kademe (6, 7, 8. sınıflarda) Matematik Öğretimi. Bursa: Alfa Aktüel yayınları. Baki, A. (2007). Kuramdan Uygulamaya Matematik Eğitimi. Ankara: Derya yayınları. MEB (2018). Matematik dersi öğretim programı (1.-8. sınıflar) . Ankara: MEB. Van de Walle, J., Karp, K. S. & Bay-Williams, J. M. (2013). Elementary and middle school mathematics: Teaching developmentally. Boston, MA: Pearson Education, Inc. |
| 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 | Associate mathematics teaching methods with mathematical concepts. | |||||||||||||||
| 2 | Explain extent, goals and properties of middle school mathematics curriculum | |||||||||||||||
| 3 | Identify basic concepts of mathematics teaching | |||||||||||||||
| 4 | Design teaching-learning process in mathematics teaching effectivelly. | |||||||||||||||
| 5 | Analyze possible misconceptions in mathematics teaching. | |||||||||||||||
| 6 | Determine the types of problems designed in mathematics teaching. |
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 70 |
| 1. Kısa Sınav | 10 |
| 2. Kısa Sınav | 10 |
| 3. Kısa Sınav | 10 |
| 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 | 4 | 64 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 2 | 32 |
| Mid-terms | 1 | 20 | 20 |
| Assignment | 1 | 5 | 5 |
| Final examination | 1 | 25 | 25 |
| Quiz | 3 | 5 | 15 |
| Toplam İş Yükü | 161 | ||
| Toplam İş Yükü / 25 (Saat) | 6,44 | ||
| dersAKTSKredisi | 6 | ||