Nevşehir Hacı Bektaş Veli University Course Catalogue
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| Year/Semester of Study | 2 / 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 | |||||
| The aim of this course is to provide basic concepts related to the curriculum, the approach and content of the curriculum, and the skills (learning and sub-learning areas, etc.) aimed to be developed. | |||||
| Learning Outcomes | PO | MME | |
| The students who succeeded in this course: | |||
| LO-1 | Can explain the basic concepts of curricula. |
PO-1 Having the knowledge of teaching programs, teaching strategies, measurement and assessment methods related to the field PO-4 Ability to explain aims, principles, vision, mission, structure and functioning of Turkish education system, classroom management approaches and concepts related to education. PO-6 To be able to design and choose appropriate tools, instruments and materials for mathematics subjects and teaching process. |
Examination |
| LO-2 | Can explain the development of middle school mathematics curriculum from past to present. |
PO-1 Having the knowledge of teaching programs, teaching strategies, measurement and assessment methods related to the field PO-4 Ability to explain aims, principles, vision, mission, structure and functioning of Turkish education system, classroom management approaches and concepts related to education. PO-6 To be able to design and choose appropriate tools, instruments and materials for mathematics subjects and teaching process. PO-10 To be able to use mathematical language accurately in their mathematics courses and in planning learning and teaching process. |
Examination |
| LO-3 | Will be able to interpret the approach of the middle school mathematics curriculum. |
PO-5 Being knowledgeable about students’ developmental and learning characteristics and also learning difficulties. 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-10 To be able to use mathematical language accurately in their mathematics courses and in planning learning and teaching process. PO-16 Evaluates the knowledge and skills in a critical way. |
Examination |
| LO-4 | Can summarize the content of the current middle school mathematics curriculum and the skills that the program aims to develop. |
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-16 Evaluates the knowledge and skills in a critical way. PO-18 Using ways to reach the information effectively. |
Examination |
| LO-5 | Can summarize the learning and sub-learning areas of the current middle school mathematics curriculum. |
PO-1 Having the knowledge of teaching programs, teaching strategies, measurement and assessment methods related to the field PO-3 To satisfy the needs of students ability to recognise concepts and relationship between concepts related to the field. PO-6 To be able to design and choose appropriate tools, instruments and materials for mathematics subjects and teaching process. |
Examination |
| LO-6 | Can summarize the distribution and limits of the current middle school mathematics curriculum according to classes. |
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. |
Examination |
| LO-7 | Can interpret the relationship between the current middle school mathematics curriculum and other courses. |
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 |
| LO-8 | Can interpret the relationship between middle school mathematics curriculum and primary and high school mathematics curriculum. |
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. |
Examination |
| LO-9 | Can summarize the methods, techniques, tools and materials used in the current middle school mathematics curriculum. |
PO-1 Having the knowledge of teaching programs, teaching strategies, measurement and assessment methods related to the field 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-10 | The assessment and evaluation approach of the current middle school mathematics curriculum can be summarized. |
PO-1 Having the knowledge of teaching programs, teaching strategies, measurement and assessment methods related to the field PO-13 Being capable of using different evaluation and assessment techniques. PO-16 Evaluates the knowledge and skills in a critical way. |
Examination |
| LO-11 | Can interpret the teacher competencies adopted in the current middle school mathematics curriculum. |
PO-15 Knows himself / herself as an individual, use his /her creative and strong features and develops his / her weak features. PO-16 Evaluates the knowledge and skills in a critical way. PO-22 Acts appropriately depending on democracy, human rights, social, scientific and professional ethics. |
Examination |
| PO: Programme Outcomes MME:Method of measurement & Evaluation |
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| Course Contents | ||
| This course covers the basic concepts of curricula; development of secondary school mathematics curriculum from past to present; the approach and content of the current secondary school mathematics curriculum, the skills it aims to develop; learning and sub-learning areas; distribution and limits of achievements according to classes, their relationship with other courses; the relationship of secondary school mathematics curriculum with primary and high school mathematics curriculum; the methods, techniques, tools and materials used; assessment and evaluation approach; covers teacher competencies. | ||
| Weekly Course Content | ||
| Week | Subject | Learning Activities and Teaching Methods |
| 1 | Basic concepts of curricula | Lecture, discussion, question and answer |
| 2 | Basic concepts of curricula | Group work, brainstorming and discussion |
| 3 | Development of middle school mathematics curriculum from past to present | Lecture, discussion, planned group work, question and answer |
| 4 | Development of middle school mathematics curriculum from past to present | Lecture, discussion, planned group work, question and answer |
| 5 | The approach, content, and skills that the current middle school mathematics curriculum aims to develop | Resource scanning, brainstorming and lecture |
| 6 | The approach, content, and skills that the current middle school mathematics curriculum aims to develop | Lecture, discussion, planned group work, question and answer |
| 7 | Learning and sub-learning areas of the current middle school mathematics curriculum | Pair work, question and answer, discussion and brainstorming |
| 8 | mid-term exam | |
| 9 | The distribution and limits of the achievements of the current middle school mathematics curriculum according to classes and its relationship with other courses | Lecture, discussion, planned group work, question and answer |
| 10 | The distribution and limits of the achievements of the current middle school mathematics curriculum according to classes and its relationship with other courses | Lecture, discussion, planned group work, question and answer |
| 11 | The relationship between the middle school mathematics curriculum and primary and high school mathematics curriculum | Source scanning, question-answer and discussion |
| 12 | Methods, techniques, tools and materials used in the current middle school mathematics curriculum | Lecture, discussion, planned group work, question and answer |
| 13 | The assessment and evaluation approach of the current middle school mathematics curriculum | Group work, lecture, question-answer, discussion and brainstorming |
| 14 | Teacher competencies adopted in the current middle school mathematics curriculum | Lecture, discussion, planned group work, question and answer |
| 15 | General evaluation of middle school mathematics curriculum | Group work, lecture, question-answer, discussion and brainstorming |
| 16 | final exam | |
| Recommend Course Book / Supplementary Book/Reading | ||
| 1 | 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. | |
| 2 | Özmantar, M. F., Akkoç, H., Kayıran, B. K. ve Özyurt, M. (Ed.). (2021). Ortaokul matematik öğretim programları tarihsel bir inceleme (4. baskı). Ankara: Pegem Akademi Yayıncılık. | |
| 3 | Baykul, Y. (2021). Ortaokulda matematik öğretimi (5-8. sınıflar) (5. baskı). Ankara: Pegem Akademi Yayıncılık. | |
| Required Course instruments and materials | ||
| Lecture notes and ancillary resources, smart board and projection, current mathematics curriculum (year 2018), principles and standards guide for school mathematics (NCTM, 2000) | ||
| 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 | 1 | 14 | 14 |
| 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; | 100 | ||