TÜRKÇE
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Information
| Code | ME729 |
| Name | New Approaches in Mathematics Teaching Research |
| 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 new approaches in mathematics education research. In this context; Current research in mathematics education, the paradigms on which they are based, the theoretical foundations on which these researches are based, and their reflections on education in general and mathematics education in particular will be examined.
Course Content
In this course, current research in mathematics education, the paradigms on which they are based, the theoretical foundations on which these researches are based, and their reflections on education in general and mathematics education in particular will be examined.
Course Precondition
none
Resources
Van de Walle, J. A., Karp, K. S., ve Bay Wıllıams, J. M. (2013). İlkokul ve ortaokul matematiği gelişimsel yaklaşımla öğretim. Ankara: Nobel. Krulick, S. , Rudnick, J. ve Milou, E. (2003). Teaching Mathematics in the Middle School, Newyork: Pearson Education.Heddens, J.W. &Speer, W.R. (2006). Today’s Mathematics: Concepts, Methods and Instructional Activities. NJ: John Wiley and Sons, Inc.,
Notes
Grouws, D., A. (1992). Handbook of Research on Mathematics Teaching and Learning, New York: Macmillan Library. Sheffield, L. J. ve Cruikshank, D. E. (2000). Teaching and Learning Elementary and Middle School Mathematics. New York: John Wiley and Sons.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the new approaches in mathematics education research. |
| LO02 | Can make applications for new approaches in mathematics education research. |
| LO03 | Analyzes research affecting learning in mathematical education. |
| LO04 | Analyzes research affecting teaching in mathematical education. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Scientific research and analysis methods in mathematics education. | 4 |
| 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. | 5 |
| 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. | 2 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Explain the theoretical and practical knowledge in the field of expertise. | |
| 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. | |
| 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. | 5 |
| 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. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | lesson context introduction | General information | Öğretim Yöntemleri: Anlatım |
| 2 | Learning theories that affect mathematics teaching | Reading the relevant section from the suggested sources | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası |
| 3 | Realistic math education | Reviewing the relevant literature on this topic and reading at least two articles | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası |
| 4 | Mathematical Modeling in Mathematics Education | Reading the relevant section from the suggested sources | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası |
| 5 | Van-Hiele Levels of Geometric Thinking | Reviewing the relevant literature on this topic and reading at least two articles | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası |
| 6 | APOS Theory | Reading the relevant section from the suggested sources | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası |
| 7 | Visualization and Spatial Thinking | Reviewing the relevant literature on this topic and reading at least two articles | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası |
| 8 | midterm exam | preparing exam | Ölçme Yöntemleri: Ödev |
| 9 | Multiple representations | Reading the relevant section from the suggested sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | Socio-mathematical Norms | Reading the relevant section from the suggested sources | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası |
| 11 | Research on the Use of Technology in Mathematics Education | Reading the relevant section from the suggested sources | Öğretim Yöntemleri: Tartışma |
| 12 | Beliefs in the Field of Mathematics Education | Reading the relevant section from the suggested sources | Öğretim Yöntemleri: Anlatım |
| 13 | SOLO Taxonomy | Reading the relevant section from the suggested sources | Öğretim Yöntemleri: Anlatım, Tartışma |
| 14 | Bloom Taxonomy | Reading the relevant section from the suggested sources | Öğretim Yöntemleri: Tartışma, Anlatım |
| 15 | Learning Mathematics and Problem Solving The Role of Metacognition | Group work techniques and examples of active interactive learning | Öğretim Yöntemleri: Anlatım, Tartışma |
| 16 | General evaluation | General evaluation | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 17 | final exam | preparing exam | 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 | ||