Nevşehir Hacı Bektaş Veli University Course Catalogue
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| Year/Semester of Study | 4 / Fall 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 examine the usage purposes of problem solving in mathematics teaching and to prepare rich learning environments with problem-based learning. | |||||
| Learning Outcomes | PO | MME | |
| The students who succeeded in this course: | |||
| LO-1 | Can explain problems and types of problems. |
PO-3 Explains the concepts and the relations between concepts related to the field at a level that can meet the needs of the students. PO-7 Uses mathematical language accurately and effectively in their mathematics courses and in planning learning and teaching process. |
Examination |
| LO-2 | Can explain the place of problem solving in the mathematics curriculum. |
PO-1 Has the information of teaching programs, teaching strategies, measurement and assessment methods related to the field. PO-3 Explains the concepts and the relations between concepts related to the field at a level that can meet the needs of the students. PO-6 Adapts to teaching activities by following developments and innovations in the mathematics curriculum. PO-9 Evaluates students' outcomes in all aspects by using different methods. |
Examination |
| LO-3 | Can explain the problem solving strategies. |
PO-1 Has the information of teaching programs, teaching strategies, measurement and assessment methods related to the field. PO-3 Explains the concepts and the relations between concepts related to the field at a level that can meet the needs of the students. PO-18 Uses ways to reach the information effectively. |
Examination |
| LO-4 | Can explain the problem solving process and use it in 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-8 Ability to use most appropriate teaching strategies, methods and techniques considering students’ developmental characteristics, individual differences, characteristics and achievements of the subject area. PO-12 To be able to assess mathematics improvements using different assesment techniques. |
Examination |
| LO-5 | Can explain the problem posing process and use it in teaching. |
PO-1 Has the information of teaching programs, teaching strategies, measurement and assessment methods related to the field. PO-3 Explains the concepts and the relations between concepts related to the field at a level that can meet the needs of the students. PO-5 Has the knowledge about students’ developmental and learning characteristics and also learning difficulties. PO-6 Adapts to teaching activities by following developments and innovations in the mathematics curriculum. PO-7 Uses mathematical language accurately and effectively in their mathematics courses and in planning learning and teaching process. |
Examination |
| LO-6 | Will be able to explain alternative evaluation systems through problem solving and constructing. |
PO-1 Has the information of teaching programs, teaching strategies, measurement and assessment methods related to the field. PO-5 Has the knowledge about students’ developmental and learning characteristics and also learning difficulties. PO-8 Applies the most appropriate teaching strategies, methods and techniques considering students’ developmental characteristics, individual differences, characteristics and achievements of the subject area. PO-9 Evaluates students' outcomes in all aspects by using different methods. PO-13 Uses different measurement and evaluation methods and techniques. |
Examination |
| LO-7 | Can design lesson designs for different learning areas with problem-based learning. |
PO-1 Has the information of teaching programs, teaching strategies, measurement and assessment methods related to the field. PO-3 Explains the concepts and the relations between concepts related to the field at a level that can meet the needs of the students. PO-5 Has the knowledge about students’ developmental and learning characteristics and also learning difficulties. PO-7 Uses mathematical language accurately and effectively in their mathematics courses and in planning learning and teaching process. PO-8 Applies the most appropriate teaching strategies, methods and techniques considering students’ developmental characteristics, individual differences, characteristics and achievements of the subject area. PO-9 Evaluates students' outcomes in all aspects by using different methods. PO-18 Uses ways to reach the information effectively. |
Examination |
| PO: Programme Outcomes MME:Method of measurement & Evaluation |
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| Course Contents | ||
| This course covers problems and problem solving, types of problems, the importance of teaching problem solving, recent developments in problem solving, mathematical problem solving strategies and the importance of multiple representations in problem solving; examples of problems that can be solved with different problem solving strategies, evaluation of problem solving; definition, process, characteristics and importance of problem posing, classifications of problem posing, problem posing strategies, different problem posing studies; problem posing in secondary school mathematics curriculum and textbooks; covers the evaluation of problem posing. | ||
| Weekly Course Content | ||
| Week | Subject | Learning Activities and Teaching Methods |
| 1 | What is problem and problem solving? What should a good problem look like? | Lecture, problem solving, discussion, group work, brainstorming and question-answer |
| 2 | Examining the importance of problem solving in the current mathematics curriculum and the acquisitions of problem solving and posing. | Lecture, problem solving, discussion, group work, brainstorming and question-answer |
| 3 | Purposes of use in mathematics education and types of problems according to the historical development of problem solving | Resource scanning, discussion, question-answer and lecture |
| 4 | Non-routine problems and problem solving strategies | Problem solving, discussion, group work, brainstorming and question-answer |
| 5 | Examining the problems that can be solved with the backward working strategy | Lecture, problem solving, discussion, group work, brainstorming and question-answer |
| 6 | Examining the problems that can be solved with the equation building strategy | Lecture, problem solving, discussion, group work, brainstorming and question-answer |
| 7 | Examining the problems related to the pattern creation strategy, examining the effects of patterns on the algebraic thinking structure | Lecture, problem solving, discussion, group work, brainstorming and question-answer |
| 8 | mid-term exam | |
| 9 | Examining problems related to simple and similar problem solving strategy | Literature review, problem solving, discussion, group work, brainstorming and question-answer |
| 10 | Examining problem-based sample applications | Literature review, problem solving, discussion, group work, brainstorming and question-answer |
| 11 | Examining the problems related to the strategies of drawing shapes and focusing on a different perspective. | Lecture, problem solving, discussion, group work, brainstorming and question-answer |
| 12 | The importance of problem-based learning according to the changing paradigm | Lecture, problem solving, discussion, group work, brainstorming and question-answer |
| 13 | Problems related to learning domains for exploring concepts in problem-based learning | Problem solving, discussion, group work, brainstorming and question-answer |
| 14 | The steps to be followed in the classroom implementation of the problems related to the learning domains to explore the concepts in problem-based learning | Lecture, problem solving, discussion, group work, brainstorming and question-answer |
| 15 | Solving complex problems | Problem solving, discussion, group work, brainstorming and question-answer |
| 16 | final exam | |
| Recommend Course Book / Supplementary Book/Reading | ||
| 1 | Yazgan, Y. ve Arslan, Ç. (2021). Matematiksel sıradışı problem çözme stratejileri ve örnekleri (9. baskı). Ankara: Pegem Akademi Yayıncılık. | |
| 2 | Özkaya, A. ve Aksu, G. (2017). Gerçekçi matematik eğitimi. İstanbul: Maya Akademi Yayıncılık. | |
| 3 | Posamentier, A. S. ve Krulik, S. (2019). Matematikte problem çözme 3-6. sınıfla kavramayı derinleştirecek güçlü stratejiler (2. baskı) (L. Akgün, T. Kar ve M. F. Öçal, Çev.). 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) | 2 | 14 | 28 |
| Outside Class | |||
| a) Reading | 2 | 14 | 28 |
| b) Search in internet/Library | 1 | 14 | 14 |
| 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; | 100 | ||