Nevşehir Hacı Bektaş Veli University Course Catalogue
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| Year/Semester of Study | 4 / 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, mathematical modeling concept and modeling processes, working on different modeling problems, developing modeling problems, learning about classroom modeling applications, designing modeling applications, evaluating modeling problems through different examples are aimed. | |||||
| Learning Outcomes | PO | MME | |
| The students who succeeded in this course: | |||
| LO-1 | Can explain the concept of mathematical modeling and modeling processes. |
PO-3 To satisfy the needs of students ability to recognise concepts and relationship between concepts related to the field. |
Examination Presentation |
| LO-2 | It can solve modeling 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-12 Generates modelling and solutions relating problems in mathematics and other disciplines. |
Examination Presentation |
| LO-3 | It can develop modeling problems. |
PO-7 Uses mathematical language accurately and effectively in their mathematics courses and in planning learning and teaching process.
PO-12 Generates modelling and solutions relating problems in mathematics and other disciplines. PO-18 Uses ways to reach the information effectively. |
Examination Presentation |
| LO-4 | Evaluate students' solutions to modeling problems. |
PO-1 Has the information of teaching programs, teaching strategies, measurement and assessment methods related to the field. PO-2 Has the information about the nature, source, limit, accuracy, validity and reliability of knowledge. PO-13 Uses different measurement and evaluation methods and techniques. |
Examination Presentation |
| LO-5 | It can benefit from mathematical modeling for different purposes in teaching mathematics. |
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-12 Generates modelling and solutions relating problems in mathematics and other disciplines. PO-16 Evaluates the knowledge and skills in a critical way. PO-18 Uses ways to reach the information effectively. |
Examination Presentation |
| LO-6 | Develops indoor/outdoor modeling applications. |
PO-7 Uses mathematical language accurately and effectively in their mathematics courses and in planning learning and teaching process.
PO-12 Generates modelling and solutions relating problems in mathematics and other disciplines. PO-14 Takes responsibility individual and group works and carries out the task effectively. PO-18 Uses ways to reach the information effectively. |
Examination Presentation |
| LO-7 | Can explain the relationship between mathematics and real life. |
PO-1 Has the information of teaching programs, teaching strategies, measurement and assessment methods related to the field. PO-6 Adapts to teaching activities by following developments and innovations in the mathematics curriculum. PO-17 Develops positive attitude about life long learning. PO-18 Uses ways to reach the information effectively. |
Examination Presentation |
| PO: Programme Outcomes MME:Method of measurement & Evaluation |
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| Course Contents | ||
| This course covers mathematical modeling and problem solving; models and modeling process in mathematics teaching; modeling cycle (problem identification, manipulation, estimation and validation), model development steps; model development principles; the application of modeling activities in mathematics classrooms and the role of the teacher; It covers the subjects of preparing mathematical modeling activities and monitoring students' mathematical thinking processes. | ||
| Weekly Course Content | ||
| Week | Subject | Learning Activities and Teaching Methods |
| 1 | Introduction of the course, examination of the syllabus, use of models and models in mathematics education | Lecture, brainstorming, question and answer |
| 2 | Relationship between model and modelling, mathematical modeling (example models) | Source scanning, problem solving, question-answer and lecture |
| 3 | Mathematical modeling process and examination of different modeling processes in the literature | Skill development, discussion, question-answer, lecture and brainstorming |
| 4 | The place and importance of mathematical modeling in mathematics teaching | Discussion, lecture, brainstorming and question-answer |
| 5 | Different modeling perspectives (example activities from different perspectives) | Skill development, discussion, question-answer, lecture and brainstorming |
| 6 | Mathematical modeling competencies | Lecture, brainstorming, planned group work, question and answer |
| 7 | Examining the relationship between the mathematical modeling process and modeling competencies | Literature review, lecture, brainstorming, planned group work, question and answer |
| 8 | mid-term exam | |
| 9 | Use of modeling activities in teaching (example activities) | Lecture, brainstorming, planned group work, question and answer |
| 10 | Use of modeling activities in teaching (example activities) | Lecture, brainstorming, planned group work, question and answer |
| 11 | Characteristics of modeling activities according to different modeling perspectives | Group work, lecture, brainstorming, discussion, question-answer |
| 12 | The process of applying modeling activities in the classroom environment | Lecture, brainstorming, planned group work, question and answer |
| 13 | Sample mathematical modeling activities design process | Lecture, brainstorming, planned group work, question and answer |
| 14 | Sample mathematical modeling activities design process | Group work, lecture, brainstorming, discussion, question-answer |
| 15 | Micro-teaching applications for mathematical modeling | Skill development, lecture, brainstorming, planned group work, question-answer |
| 16 | final exam | |
| Recommend Course Book / Supplementary Book/Reading | ||
| 1 | Lesh, R. ve Doerr, H. M. (2003a). Beyond constructivism: A models and modelling perspective on mathematics problem solving, learning and teaching. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. | |
| 2 | Ural, A. (2018). Matematiksel modelleme eğitimi. Ankara: Anı Yayıncılık. | |
| 3 | Dost, Ş. (Ed.). (2019). Matematik eğitiminde modelleme etkinlikleri. Ankara: Pegem Akademi Yayıncılık. | |
| 4 | Bukova Güzel, E. (Ed.) (2021). Matematik eğitiminde matematiksel modelleme (4. baskı). Ankara: Pegem Akademi Yayıncılık. | |
| 5 | MaaB, J., O'Meara, N., Johnson, P. ve O'Donoghue, J. (2020). Öğretmenler için matematiksel modelleme (A. Yıldız Çev.). Ankara: Vizetek Yayıncılık. | |
| Required Course instruments and materials | ||
| Lecture notes, supplementary resources, smart board or projection, unit cube, multiplication table, multi-square set, multi-cube set, algebratiles, 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 | 3 | 14 | 42 |
| 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 | ||