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 | |||||
| In this course, it is aimed to develop an understanding in this direction by introducing field teaching knowledge and its components, which is one of the types of knowledge that mathematics teachers should have, and to introduce the Knowledge Quartet, which makes it possible to examine and evaluate field and field teaching knowledge together. In addition, it is aimed to examine the importance of the model, its units, codes and emergence, to exemplify the model with sections obtained from real classroom teaching, to reveal the importance of mathematics teaching knowledge in order to achieve effective mathematics teaching, and to develop teaching practices that will support the reflection of this knowledge in lessons. | |||||
| Learning Outcomes | PO | MME | |
| The students who succeeded in this course: | |||
| LO-1 | Can explain what field and field teaching knowledge and its components are. |
PO-1 Has advanced field knowledge regarding mathematics education. PO-8 Evaluates new information in the field with a systematic approach. PO-15 Has ability to use written and oral academic language at a level that can present content knowledge and skills in academic environments. PO-19 Contributes to the solution of social, scientific, cultural and ethical problems encountered in the field and supports the development of these values. |
Examination |
| LO-2 | Can explain what knowledge is in teaching mathematics. |
PO-5 Has ability to relate mathematical knowledge to daily life problems and other disciplines. PO-6 Gains scientific and mathematical thinking skills and uses this knowledge in relevant fields. PO-9 Designs appropriate learning environments to enrich the learning and teaching process. PO-17 Has ability to use information and communication technologies effectively in teaching mathematical concepts. |
Examination |
| LO-3 | Can make evaluations regarding the components of the Knowing Quartet. |
PO-2 Applies contemporary teaching methods and techniques and measurement and evaluation methods related to the teaching profession and the field. 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. PO-16 Has ability to use databases and other information resources related to the field. |
Examination |
| LO-4 | Can discuss the codes of the Knowing Quartet through positive and negative examples taken from the real classroom environment. |
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-5 Has ability to relate mathematical knowledge to daily life problems and other disciplines. 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-5 | Can prepare and present sample applications that will support the reflection of the Knowing Quartet in lessons. |
PO-2 Applies contemporary teaching methods and techniques and measurement and evaluation methods related to the teaching profession and the field. PO-5 Has ability to relate mathematical knowledge to daily life problems and other disciplines. 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 |
| PO: Programme Outcomes MME:Method of measurement & Evaluation |
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| Course Contents | ||
| This course includes the knowledge that teachers should have, the knowledge of teaching the field, the knowledge of teaching mathematics, the components of teaching mathematics, the frameworks of field teaching knowledge developed for teaching mathematics, mathematical content knowledge, units and components of the knowing quartet, codes and requirements of the knowing quartet in the context of the basic knowledge unit, sample applications of the codes and requirements of the knowing quartet in the context of the basic knowledge unit, sample applications of the codes and requirements of the knowing quartet in the context of the transformation knowledge unit, relationship building knowledge of the knowing quartet, sample applications of codes and requirements in the context of the unit, sample applications of the codes and requirements of the knowing quartet in the context of the unexpected events information unit and sample applications of students' mathematics teaching knowledge reflected in their teaching. | ||
| Weekly Course Content | ||
| Week | Subject | Learning Activities and Teaching Methods |
| 1 | Developing an understanding of the knowledge teachers need to have | Lecturing, discussion, question-answer, pair work |
| 2 | Developing understanding of teaching knowledge in the field | Lecturing, discussion, question and answer, brainstorming |
| 3 | Developing understanding of the knowledge of teaching mathematics | Lecture, pair work, question and answer |
| 4 | Developing understanding of the knowledge of teaching mathematics | Lecture, source scanning, question and answer |
| 5 | Discuss content knowledge frameworks developed for teaching mathematics. | Article criticism, question and answer, discussion |
| 6 | Developing understanding of mathematical content knowledge | Skill development exercise, explanation, question and answer, discussion |
| 7 | Introducing the units and components of the knowing quartet | Literature review, case study, discussion |
| 8 | mid-term exam | |
| 9 | Introducing the codes and requirements of the knowing quartet in the context of the basic information unit | Lecturing, pair work, discussion |
| 10 | Revealing the codes and requirements of the knowing quartet in the context of the basic information unit by supporting it with sample applications. | Lecturing, brainstorming, discussion |
| 11 | Revealing the codes and requirements of the knowing quartet in the context of the transformation information unit by supporting it with sample applications. | Lecturing, brainstorming, discussion |
| 12 | Revealing the codes and requirements of the knowing quartet in the context of the relationship building knowledge unit by supporting it with sample applications. | Problem solving, question and answer, individual study |
| 13 | Revealing the codes and requirements of the knowing quartet in the context of the unexpected events information unit by supporting it with sample applications. | Problem solving, question and answer, individual study |
| 14 | Students develop sample applications that will reflect their mathematics teaching knowledge in their teaching, present their applications and share their opinions. | Skill development work, individual work, explanation |
| 15 | Students develop sample applications that will reflect their mathematics teaching knowledge in their teaching, present their applications and share their opinions. | Skill development work, individual work, explanation |
| 16 | final exam | |
| Recommend Course Book / Supplementary Book/Reading | ||
| 1 | Bingölbali, E., Arslan, S. ve Zembat, İ. Ö. (Ed.) (2016). Matematik eğitiminde teoriler. Ankara: Pegem Akademi Yayıncılık. | |
| 2 | Rowland, T. (2009). Developing primary mathematics teaching: Reflecting on practice with the knowledge quartet. London: Sage Publishing. https://doi.org/10.4135/9781446279571 | |
| 3 | Rowland, T., Huckstep, P. ve Thwaites, A. (2005). Elementary teachers mathematics subject knowledge: The knowledge quartet and the case of Naomi. Journal of Mathematics Teacher Education, 8(3), 255-281. https://doi.org/10.1007/s10857-005-0853-5 | |
| 4 | Rowland, T., Huckstep, P. ve Thwaites, A. (2003). The knowledge quartet. Proceedings of the British Society for Research into Learning Mathematics, 23(3), 97-102. | |
| 5 | Rowland, T. ve Turner, F. (2007). Developing and using the knowledge quartet: A framework for the observation of mathematics teaching. The Mathematics Educator, 10(1), 107-124. | |
| 6 | Turner, F. ve Rowland, T. (2011). The knowledge quartet as an organising framework for developing and deepening teachers’ mathematics knowledge. In Rowland, T., Ruthven, K. (Ed.) Mathematical knowledge in teaching. Dordrecht: Springer Publishing. | |
| 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 | 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 | ||