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Information
| Code | ME730 |
| Name | Learning Theories in Mathematics Teaching |
| Semester | . Semester |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Yüksek Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator |
Course Goal
The aim of this course is to examine the basic concepts in mathematical learning, to explain the effects of the basic educational theories put forward by scientists such as Dewey, Piaget, Bruner, Ausubel, Gagne, Novak, Kelly, Wittrock , Driver and Vigotsky on mathematics teaching, and to explain various theories that affect the mathematical learning process. is to explain
Course Content
In the content of this course, the basic concepts in mathematical learning will be examined, the effects of basic educational theories put forward by many scientists on mathematics teaching will be explained, and various theories that affect the mathematical learning process will be explained.
Course Precondition
None
Resources
Bingölbali, E., Arslan, S. &Zembat, İ. (2016). Matematik Eğitiminde Teoriler.Pegem Akademi. Lester,F. K. (2007) Second Handbook and Research on Mathematics Teaching and Learning. Information Age Publishing (IAP).Van de Walle, J. A., Folk, S., Karp, K.S., & Bay-Williams, J. M. (2015). Elementary and middle school mathematics: Teaching developmentally (9th ed.). Toronto: Pearson.
Notes
https://library.cu.edu.tr/cu/e-kaynaklar/veritabanlari
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explain the basic concepts in mathematical learning |
| LO02 | Explain the factors affecting the mathematical Learning. |
| LO03 | Explain learning theories in mathematics teaching |
| LO04 | Evaluates different learning and teaching theorems in mathematics teaching. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Scientific research and analysis methods in mathematics education. | 3 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Expresses mathematics curriculum and basic principles on which it is based. | 3 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Explain the learning theories in mathematics education. | 3 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Describes teaching strategies, methods and techniques appropriate for undergraduate qualifications. | |
| PLO05 | Bilgi - Kuramsal, Olgusal | Explains the interdisciplinary versions related to the field. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Explains mathematics subject areas at the level of knowledge expertise. | 3 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Knowledge of different fields with knowledge of mathematics education. | 3 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Explain the theoretical and practical knowledge in the field of expertise. | 3 |
| PLO09 | Bilgi - Kuramsal, Olgusal | Criticizes guidance at primary and international level. | |
| PLO10 | Bilgi - Kuramsal, Olgusal | Plans and conducts a scientific research. | |
| PLO11 | Bilgi - Kuramsal, Olgusal | Applies teaching methods and skills in accordance with undergraduate qualifications. Personal and Professional Competencies | |
| PLO12 | Bilgi - Kuramsal, Olgusal | Manages an area of expertise in its field independently. | 3 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Carries out teamwork or leadership in situations that require resolution of problems related to the field. | |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | New invisible in terms of scientific and social aspects. | 3 |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | Studies in the field carry out lifelong learning. | |
| PLO16 | Beceriler - Bilişsel, Uygulamalı | Follows technological developments. | |
| PLO17 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Supports a scientific study conducted in the field of mathematics education with qualitative and quantitative data and presents to the experts or non-experts in written, oral and visual. | 3 |
| PLO18 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Effectively covers information and communication technologies. | |
| PLO19 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Use the languages of the European language portfolio to understand the information in the field and to communicate verbally and in writing. | |
| PLO20 | Yetkinlikler - Öğrenme Yetkinliği | The strategy of reviewing a study or reviewing a study acts in accordance with scientific, scientific and ethical values. | 3 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | General introduction of the course and basic concepts | General information | Öğretim Yöntemleri: Soru-Cevap |
| 2 | Factors affecting mathematical learning | Reading research on the subject. | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Anlatım |
| 3 | The role of the brain in the mathematical learning process | Reading research on the subject. | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 4 | Learning theories in mathematics teaching | Reading research on the subject. | Öğretim Yöntemleri: Tartışma |
| 5 | Mathematical Thinking | Reading research on the subject. | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 6 | Conceptual and Operational Understanding | Reading research on the subject. | Öğretim Yöntemleri: Tartışma |
| 7 | Mathematical Modeling in Mathematics Education | Reading research on the subject. | Öğretim Yöntemleri: Tartışma |
| 8 | Mid term exam | Ölçme Yöntemleri: Ödev |
|
| 9 | Van-Hiele Levels of Geometric Thinking | Reading research on the subject. | Öğretim Yöntemleri: Tartışma |
| 10 | APOS Theory | Reading research on the subject. | Öğretim Yöntemleri: Tartışma, Anlatım |
| 11 | Visualization and Spatial Thinking | Reading research on the subject. | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 12 | Multiple Representations | Reading research on the subject. | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 13 | Socio-mathematical Norms | Reading research on the subject. | Öğretim Yöntemleri: Tartışma |
| 14 | Quad for Teaching Mathematics Information Model | Reading research on the subject. | Öğretim Yöntemleri: Tartışma |
| 15 | Instrumental Theory of Formation | Reading research on the subject. | Öğretim Yöntemleri: Tartışma |
| 16 | General evaluation | General evaluation | Öğretim Yöntemleri: Soru-Cevap |
| 17 | Final exam | exam preparation | Ölçme Yöntemleri: Yazılı Sınav |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 157 | ||
| Total Workload / 25 (h) | 6,28 | ||
| ECTS | 6 ECTS | ||