Nevşehir Hacı Bektaş Veli University Course Catalogue
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| Year/Semester of Study | 1 / Spring 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 | DERYA ÖZLEM YAZLIK (doyazlik@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 introduce the features and design principles of mathematical activities used to achieve effective mathematics teaching, to develop activities for mathematics teaching and to carry out application studies in the classroom environment, and to examine measurement and evaluation methods in activity-based mathematics teaching. | |||||
| Learning Outcomes | PO | MME | |
| The students who succeeded in this course: | |||
| LO-1 | Can explain the purpose and importance of using activities in mathematics teaching. |
PO-1 Has advanced field knowledge regarding mathematics education. PO-2 Applies contemporary teaching methods and techniques and measurement and evaluation methods related to the teaching profession and the field. PO-14 Explains her thoughts logically using mathematical language. |
Examination |
| LO-2 | Can explain the characteristics and design principles of activities used in mathematics teaching. |
PO-1 Has advanced field knowledge regarding mathematics education. PO-5 Has ability to relate mathematical knowledge to daily life problems and other disciplines. PO-14 Explains her thoughts logically using mathematical language. |
Examination |
| LO-3 | Can explain and apply measurement and evaluation methods in activity-based mathematics teaching. |
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-9 Designs appropriate learning environments to enrich the learning and teaching process. PO-14 Explains her thoughts logically using mathematical language. |
Examination Performance Project |
| LO-4 | Can develop creative activities for mathematics teaching and apply them in the classroom environment |
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-9 Designs appropriate learning environments to enrich the learning and teaching process. PO-14 Explains her thoughts logically using mathematical language. |
Examination Performance Project |
| PO: Programme Outcomes MME:Method of measurement & Evaluation |
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| Course Contents | ||
| This lesson; It includes the purpose and importance of using activities in mathematics teaching, the characteristics of activities used in mathematics teaching, points to be considered in activity preparation and implementation, evaluation of sample activities, activity development practices, measurement and evaluation methods in activity-based classes. | ||
| Weekly Course Content | ||
| Week | Subject | Learning Activities and Teaching Methods |
| 1 | What are Activities and Tasks? | Lecture, Question and Answer, Discussion Method |
| 2 | Theoretical and Philosophical Foundations of Activities | Lecture, Question and Answer, Discussion Method |
| 3 | Historical Development of Activities in Mathematics Teaching | Lecture, Question and Answer, Discussion Method |
| 4 | Common Features of Mathematical Activities | Lecture, Question and Answer, Discussion Method |
| 5 | Design Principles of Mathematical Activities | Lecture, Question and Answer, Discussion Method |
| 6 | Examining the Levels of Activities | Lecture, Question and Answer, Discussion Method |
| 7 | Evaluation of Students' Thoughts in Activity-Based Teaching | Lecture, Question and Answer, Discussion Method |
| 8 | mid-term exam | |
| 9 | Implementation of Activities in the Classroom and Things to Consider | Lecture, Question and Answer, Discussion Method |
| 10 | Mathematical Literacy Activities | Discussion Method, Group Work |
| 11 | Mathematical Modeling Activities | Discussion Method, Group Work |
| 12 | Activities Based on Interdisciplinary Approach in Mathematics Education | Discussion Method, Group Work |
| 13 | Proof Activities in Mathematics Education | Discussion Method, Group Work |
| 14 | Technology Supported Activities in Mathematics Education | Discussion Method, Group Work |
| 15 | Measurement and Evaluation in Activity-Based Mathematics Teaching | Discussion Method, Group Work |
| 16 | final exam | |
| Recommend Course Book / Supplementary Book/Reading | ||
| 1 | Altun, M. (2010). Eğitim fakülteleri ve ilköğretim öğretmenleri için matematik öğretimi. İstanbul: Alfa Yayınları, ISBN 975-96523-0-7. | |
| 2 | Altun, M. (2010). İlköğretim ikinci kademede ( 6, 7 ve 8. Sınıflarda) matematik öğretimi. İstanbul: Alfa Yayınları, ISBN 975-96523-0-7.. | |
| 3 | Bozkurt, A., Özmantar, M. F., Ağaç, G., & Güzel, M. (2022). Matematik öğretiminde etkinlik tasarımı ve uygulamaları: Bir değerlendirme çerçevesi. Ankara: Pegem Akademi. | |
| 4 | Dede, Y., Doğan, M. F., & Aslan-Tutak, F. (2020). Matematik eğitiminde etkinlikler ve uygulamaları. Ankara: Pegem Akademi. | |
| 5 | Olkun, S., & Toluk-Uçar, Z. (2012). İlköğretimde etkinlik temelli matematik öğretimi. Ankara: Eğiten Kitap. | |
| 6 | Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York: Teachers Collegge Press, Reston, VA: Author. | |
| 7 | Kieran, C., Doorman, M., & Ohtani, M. (2015). Frameworks and principles for task design. Anne, W. & Minoru O. (Eds.) Task Design in Mathematics Education (p.19-81). Springer International Publishing. | |
| Required Course instruments and materials | ||
| Textbooks, Lecture Notes, Computer and Projection | ||
| 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 | 16 | 2 | 60 |
| 8.Term Paper | |||
| 9.Project | |||
| final exam | |||
| 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 | 3 | 14 | 42 |
| c) Performance Project | 5 | 7 | 35 |
| 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 | 0 | ||
| final exam | 0 | ||
| 0 | |||
| 0 | |||
| Total work load; | 183 | ||