Nevşehir Hacı Bektaş Veli University Course Catalogue
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| Year/Semester of Study | 1 / Fall Semester | ||||
| Level of Course | 2nd Cycle Degree Programme | ||||
| Type of Course | Optional | ||||
| Department | TEKLİF EDİLEN MATEMATİK EĞİTİMİ (TEZLİ YÜKSEK LİSANS) | ||||
| 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 | |||||
| This course aims to raise awareness about learning theories in general and learning theories commonly used in mathematics education in particular, to understand the importance of theories in terms of learning mathematics, to develop an understanding of how mathematics learning occurs depending on the basic principles on which the theories are based, and to determine the effects of the theories on field-specific applications, to develop thoughts about the philosophies of the theories that direct the development of mathematics education, and to understand and evaluate the theories that are considered important in learning mathematics. | |||||
| Learning Outcomes | PO | MME | |
| The students who succeeded in this course: | |||
| LO-1 | Can explain key concepts important in learning. |
PO-1 Has advanced field knowledge regarding mathematics education. PO-6 Gains scientific and mathematical thinking skills and uses this knowledge in relevant fields. PO-14 Explains her thoughts logically using mathematical language. PO-17 Has ability to use information and communication technologies effectively in teaching mathematical concepts. |
Examination |
| LO-2 | Can explain learning and the diversity of learning theories. |
PO-2 Applies contemporary teaching methods and techniques and measurement and evaluation methods related to the teaching profession and the field. PO-9 Designs appropriate learning environments to enrich the learning and teaching process. PO-16 Has ability to use databases and other information resources related to the field. |
Examination |
| LO-3 | Can evaluate the philosophy of the constructivist approach. |
PO-2 Applies contemporary teaching methods and techniques and measurement and evaluation methods related to the teaching profession and the field. PO-3 Makes planning, material development and application in accordance with the developmental characteristics and learning styles of the student group in which he / she will perform his / her profession. PO-6 Gains scientific and mathematical thinking skills and uses this knowledge in relevant fields. PO-8 Evaluates new information in the field with a systematic approach. |
Examination |
| LO-4 | Can explain the principles of learning theories commonly used in mathematics education. |
PO-2 Applies contemporary teaching methods and techniques and measurement and evaluation methods related to the teaching profession and the field. PO-4 Uses scientific research methods and techniques within the framework of scientific and analytical thinking skills at the level of being able to conduct scientific research independently. PO-6 Gains scientific and mathematical thinking skills and uses this knowledge in relevant fields. PO-15 Has ability to use written and oral academic language at a level that can present content knowledge and skills in academic environments. |
Examination |
| LO-5 | Can evaluate the positive and negative aspects of theories that are important in learning mathematics. |
PO-4 Uses scientific research methods and techniques within the framework of scientific and analytical thinking skills at the level of being able to conduct scientific research independently. PO-14 Explains her thoughts logically using mathematical language. PO-16 Has ability to use databases and other information resources related to the field. PO-17 Has ability to use information and communication technologies effectively in teaching mathematical concepts. |
Examination |
| LO-6 | Can conduct theoretical or applied research on perspectives used in learning mathematical concepts, relationships and structures. |
PO-1 Has advanced field knowledge regarding mathematics education. PO-4 Uses scientific research methods and techniques within the framework of scientific and analytical thinking skills at the level of being able to conduct scientific research independently. PO-6 Gains scientific and mathematical thinking skills and uses this knowledge in relevant fields. PO-7 Evaluates the solution methods and results of the problem that s/he constructed in the field of mathematics. PO-14 Explains her thoughts logically using mathematical language. PO-15 Has ability to use written and oral academic language at a level that can present content knowledge and skills in academic environments. |
Examination |
| PO: Programme Outcomes MME:Method of measurement & Evaluation |
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| Course Contents | ||
| This course covers the importance of theories in mathematics education, the historical development of learning approaches, basic concepts and teaching frameworks related to the principle of constructivism in learning, cognitive, socio-cultural and radical constructivism according to the principle of constructivism, Jean Piaget, Lev Vygotsky, Jerome Seymour Bruner, Richard R. Skemp. and Zoltan Dienes' learning theories, APOS theory, concept definition in mathematics education, concept image and didactic situations, and important key concepts that constitute mathematics learning support. | ||
| Weekly Course Content | ||
| Week | Subject | Learning Activities and Teaching Methods |
| 1 | The importance of theories in mathematics education | Lecturing, discussion, pair work |
| 2 | Historical development of learning approaches in mathematics education | Lecture, source scanning, question and answer |
| 3 | Basic concepts and teaching frameworks regarding the principle of constructivism in learning | Lecture, pair work, question and answer |
| 4 | Cognitive constructivism in the principle of constructivism | Narration, source scanning, discussion |
| 5 | Socio-cultural constructivism in the principle of constructivism | Narration, source scanning, discussion |
| 6 | Radical constructivism in the principle of constructivism | Narration, source scanning, discussion |
| 7 | Jean Piaget's learning theory in mathematics education | Article review, case study, narration |
| 8 | mid-term exam | |
| 9 | Lev Vygotsky's learning theory in mathematics education | Article review, case study, narration |
| 10 | Jerome Seymour Bruner's learning theory in mathematics education | Article review, case study, narration |
| 11 | Richard R. Skemp's learning theory in mathematics education | Article review, case study, narration |
| 12 | Zoltan Dienes' learning theory in mathematics education | Article review, case study, narration |
| 13 | APOS theory in making sense of mathematical concepts | Article review, case study, narration |
| 14 | Concept definition, concept image and didactic situations in mathematics education | Individual study, narration, discussion |
| 15 | Important key concepts that constitute mathematics learning support | Individual study, narration, discussion |
| 16 | final exam | |
| Recommend Course Book / Supplementary Book/Reading | ||
| 1 | Baki, A. (2006). Kuramdan uygulamaya matematik eğitimi. Trabzon: Derya Kitabevi. | |
| 2 | Bingölbali, E., Arslan, S. ve Zembat, İ. Ö. (Ed.) (2016). Matematik eğitiminde teoriler. Ankara: Pegem Akademi Yayıncılık. | |
| 3 | Ernest, P. (1991). The philosophy of mathematics education. London: The Farmer Press Publishing. | |
| 4 | Gauvain, M. ve Cole, M. (2001). Readings on the development of children (3rd ed.). New York: Worth Publishing. | |
| 5 | Skemp, R. (1993). The Philosophy of learning mathematics (2nd ed.): London: Penguen Books Publishing. | |
| 6 | Steffe, L., Nesher, P. ve Cobb, P. (1996). Theories of mathematical learning. New York: Routledge Publishing. | |
| 7 | Vygotsky, L. S. (2018). Düşünce ve dil (1. baskı). (Çev. B. Erdoğdu). İstanbul: Roza Yayınevi. | |
| Required Course instruments and materials | ||
| Lecture notes and auxiliary resources, smart board or projector, current mathematics curriculum (2018), principles and standards for school mathematics (NCTM, 2000) guide/document | ||
| 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 | 3 | 14 | 42 |
| b) Search in internet/Library | 4 | 14 | 56 |
| 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 | 3 | 7 | 21 |
| mid-term exam | 1 | 1 | 1 |
| Own study for final exam | 3 | 7 | 21 |
| final exam | 1 | 1 | 1 |
| 0 | |||
| 0 | |||
| Total work load; | 184 | ||