Nevşehir Hacı Bektaş Veli University Course Catalogue
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| Year/Semester of Study | 3 / Spring Semester | ||||
| Level of Course | 1st Cycle Degree Programme | ||||
| Type of Course | Compulsory | ||||
| Department | ELEMENTARY MATHEMATICS EDUCATION | ||||
| Pre-requisities and Co-requisites | None | ||||
| Mode of Delivery | Face to Face | ||||
| Teaching Period | 14 Weeks | ||||
| Name of Lecturer | DENİZ KAYA (denizkaya@nevsehir.edu.tr) | ||||
| Name of Lecturer(s) | |||||
| Language of Instruction | Turkish | ||||
| Work Placement(s) | None | ||||
| Objectives of the Course | |||||
| In this course, it is aimed to establish relationships between concepts and operations, between different mathematical concepts, between mathematics and other lessons and daily life, and to make connections in mathematics teaching by expressing concepts with different representations. | |||||
| Learning Outcomes | PO | MME | |
| The students who succeeded in this course: | |||
| LO-1 | Can associate mathematical concepts with each other and with sub-concepts. |
PO-3 To satisfy the needs of students ability to recognise concepts and relationship between concepts related to the field. |
Examination |
| LO-2 | Can make associations between different representations of concepts. |
PO-3 To satisfy the needs of students ability to recognise concepts and relationship between concepts related to the field. PO-7 To be able to use mathematical language accurately in their mathematics courses and in planning learning and teaching process. |
Examination |
| LO-3 | Can examine the use of mathematical concepts in real life contexts. |
PO-3 To satisfy the needs of students ability to recognise concepts and relationship between concepts related to the field. PO-5 Being knowledgeable about students’ developmental and learning characteristics and also learning difficulties. PO-17 Develops positive attitude about life long learning. PO-18 Using ways to reach the information effectively. |
Examination |
| LO-4 | Can examine the connection of mathematical concepts with different disciplines. |
PO-3 To satisfy the needs of students ability to recognise concepts and relationship between concepts related to the field. PO-12 To be able to assess mathematics improvements using different assesment techniques. PO-16 Evaluates the knowledge and skills in a critical way. |
Examination |
| LO-5 | Can prepare a micro-teaching lesson design related to the association processes in secondary school mathematics teaching. |
PO-1 Having the knowledge of teaching programs, teaching strategies, measurement and assessment methods related to the field PO-6 To be able to design and choose appropriate tools, instruments and materials for mathematics subjects and teaching process. PO-7 To be able to use mathematical language accurately in their mathematics courses and in planning learning and teaching process. PO-8 Ability to use most appropriate teaching strategies, methods and techniques considering students’ developmental characteristics, individual differences, characteristics and achievements of the subject area. |
Examination |
| LO-6 | Establishes a relationship between mathematics and other lessons. |
PO-7 To be able to use mathematical language accurately in their mathematics courses and in planning learning and teaching process. PO-12 To be able to assess mathematics improvements using different assesment techniques. |
Examination |
| PO: Programme Outcomes MME:Method of measurement & Evaluation |
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| Course Contents | ||
| This course focuses on making connections between concepts and operations; expressing mathematical concepts and rules with different representations; associating different mathematical concepts with each other; linking mathematics with other subjects; It covers the subjects of associating mathematics with daily life. | ||
| Weekly Course Content | ||
| Week | Subject | Learning Activities and Teaching Methods |
| 1 | Introduction of the course, examination of the syllabus, the concept of association in mathematics education | Lecture, discussion, question-answer and brainstorming |
| 2 | Relational and operational understanding in mathematics education | Lecture, discussion, group work, question-answer and brainstorming |
| 3 | The relationship between concepts and other concepts in mathematics education | Resource scanning, narration, question-answer and discussion |
| 4 | Establishing a relationship between the concept and its sub-concepts and the sub-concepts themselves | Lecture, discussion, group work, question-answer and brainstorming |
| 5 | Establishing a relationship between the concept and its sub-concepts and the sub-concepts themselves | Lecture, discussion, group work, question-answer and brainstorming |
| 6 | Association between different representations of the concept | Skill development, question-answer, discussion and lecture |
| 7 | Association between different representations of the concept | Skill development, question-answer, discussion and lecture |
| 8 | mid-term exam | |
| 9 | Associating mathematics with daily life. | Planned group work, brainstorming and discussion |
| 10 | Associating mathematics with daily life. | Planned group work, brainstorming and discussion |
| 11 | Discussing the concept in a context | Discussion, question-answer, narration and literature review |
| 12 | Considering the concept in a different disciplinary context | Lecture, discussion, group work, question-answer and brainstorming |
| 13 | Giving real-life verbal examples | Literature review, question-answer, group work and conceptual mapping |
| 14 | Developing activities that include all types of associations. | Problem solving, question and answer, lecture and discussion |
| 15 | Developing activities that include all types of associations. | Problem solving, question and answer, lecture and discussion |
| 16 | final exam | |
| Recommend Course Book / Supplementary Book/Reading | ||
| 1 | Çağırgan, D. (2020). Matematik öğretiminde disiplinlerarası yaklaşımlara giriş. İstanbul: Milenyum Yayınları | |
| 2 | Carpenter, T. P., Franke, M. L., & Levi, L. (2003). Thinking mathematically: Integrating arithmetic and algebra in the elementary school. Portsmouth, NH: Heinemann. | |
| 3 | Milli Eğitim Bakanlığı (MEB) (2018). Matematik dersi öğretim programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara. Talim Terbiye Kurulu Başkanlığı. | |
| 4 | National Council of Teachers of Mathematics (NCTM) (2000). Principles and standards for school mathematics. Reston, VA: NCTM Publications. | |
| 5 | Bilgölbali, E., Arslan, S. ve Zembat, İ. Ö. (Ed.) (2016). Matematik eğitiminde teoriler. Ankara: Pegem Akademi Yayıncılık. | |
| Required Course instruments and materials | ||
| Lecture notes, supplementary resources, smart board or projection, unit cube, multiplication table, multi-square set, multi-cube set, algebra tiles, pattern blocks, tangram, fraction cards, geometry strip, isometric paper, geometry board, scaled volumes, number scale | ||
| Assessment Methods | |||
| Type of Assessment | Week | Hours | Weight(%) |
| mid-term exam | 8 | 1 | 40 |
| Other assessment methods | |||
| 1.Oral Examination | |||
| 2.Quiz | |||
| 3.Laboratory exam | |||
| 4.Presentation | |||
| 5.Report | |||
| 6.Workshop | |||
| 7.Performance Project | |||
| 8.Term Paper | |||
| 9.Project | |||
| final exam | 16 | 1 | 60 |
| Student Work Load | |||
| Type of Work | Weekly Hours | Number of Weeks | Work Load |
| Weekly Course Hours (Theoretical+Practice) | 3 | 14 | 42 |
| Outside Class | |||
| a) Reading | 2 | 14 | 28 |
| b) Search in internet/Library | 2 | 14 | 28 |
| c) Performance Project | 0 | ||
| d) Prepare a workshop/Presentation/Report | 0 | ||
| e) Term paper/Project | 0 | ||
| Oral Examination | 0 | ||
| Quiz | 0 | ||
| Laboratory exam | 0 | ||
| Own study for mid-term exam | 2 | 7 | 14 |
| mid-term exam | 1 | 1 | 1 |
| Own study for final exam | 2 | 7 | 14 |
| final exam | 1 | 1 | 1 |
| 0 | |||
| 0 | |||
| Total work load; | 128 | ||