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Information
| Code | ME716 |
| Name | Application of Curriculum Development in Mathematics Education |
| Term | 2022-2023 Academic Year |
| Term | Spring |
| 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 Instructor |
1 |
Course Goal / Objective
The general aim of this course is to examine the measurement and evaluation approaches in mathematics education and to apply various measurement and evaluation techniques from traditional to contemporary.
Course Content
Within the scope of this course, the basic concepts of measurement and evaluation in mathematics education, contemporary approaches in measurement and evaluation, how to apply the qualifications required in measurement tools, applications of measurement tools based on traditional and alternative assessment approaches used in mathematics education, test types, monitoring and achievement tests. applications for development.
Course Precondition
None
Resources
Van de Walle, J. A., Folk, S., Karp, K.S., & Bay-Williams, J. M. (2015).Elementary and middle school mathematics: Teaching developmentally.Atkin, J. M., Black, P., Coffey, J. (2001). Classroom Assessment and the National Science Education Standards, Washington, DC: National Academies Press.Burke, K. (1999). How to Authentic Learning (3rd Ed). Arlington Heights, İllinois: Skyligth Professional Development. Ons Elawer, Corna.McMillan, (2004). Classroom Assessment Principles and Practice for Effective Instruction, Boston: Pearson Education. English, L. D. (2002). Handbook of International Research in Mathematics Education, London: Lawrence Erlbaum Associates Publisers.Heddens, J. W., Speer, W. R. (2006). Today’s Mathematics: Concepts, Methods and Instructional Activities (11th Ed.), Hoboken NJ: John Wiley and Sons, Inc
Notes
https://library.cu.edu.tr/cu/e-kaynaklar/veritabanlari
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Designs new and original measurement tools for holistic (alternative) assessment in mathematics education. |
| LO02 | Designs new and original measurement tools for traditional measurement and evaluation in mathematics education. |
| LO03 | Evaluates the characteristics of alternative measurement and evaluation tools in mathematics education. |
| LO04 | Evaluates the assessment of traditional reading and assessment tools in mathematics education. |
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. | 4 |
| 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. | 3 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Explains the interdisciplinary versions related to the field. | 2 |
| 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. | 2 |
| 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. | |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | Studies in the field carry out lifelong learning. | |
| PLO16 | Beceriler - Bilişsel, Uygulamalı | Follows technological developments. | 2 |
| 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. | 2 |
| 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. | 2 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Course introduction and basic concepts | General information | Öğretim Yöntemleri: Soru-Cevap |
| 2 | The importance of Assessment | Examination of studies on the subject | Öğretim Yöntemleri: Tartışma, Soru-Cevap, Anlatım |
| 3 | Basic concepts of measurement and evaluation in mathematics education | Examination of studies on the subject | Öğretim Yöntemleri: Tartışma |
| 4 | Different assessment models and application examples in mathematics education | Examination of studies on the subject | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 5 | Case studies on measurement tools and their qualities used in mathematics education reliability | Examination of studies on the subject | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 6 | Case studies on measurement tools and their qualities used in mathematics education (Validity) | Examination of studies on the subject | Öğretim Yöntemleri: Tartışma |
| 7 | A comparative study of national and international examinations (TIMSS, PISA) | Examination of studies on the subject | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 8 | Mid term exam | Exam preparation | Ölçme Yöntemleri: Ödev |
| 9 | A comparative study of national and international examinations in terms of Mathematics teaching Curricula (LGS, ÖSYM) | Examination of studies on the subject | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 10 | Preparation and implementation of tools based on traditional approaches in mathematics education (written exams, short-answer exams) | Examination of studies on the subject | Öğretim Yöntemleri: Alıştırma ve Uygulama, Soru-Cevap |
| 11 | Preparation and application of tools based on traditional approaches in mathematics education (true-false type tests, multiple choice tests) | Examination of studies on the subject | Öğretim Yöntemleri: Alıştırma ve Uygulama, Soru-Cevap |
| 12 | Preparation and application of tools based on traditional approaches in mathematics education (paired tests, oral exams, assignments) | Examination of studies on the subject | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 13 | Preparation and evaluation of tools based on alternative approaches in mathematics education (research projects) | Examination of studies on the subject | Öğretim Yöntemleri: Tartışma, Alıştırma ve Uygulama |
| 14 | Preparation and evaluation of tools based on alternative approaches in mathematics education (performance evaluation) | Examination of studies on the subject | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 15 | Preparation and evaluation of tools based on alternative approaches in mathematics education (observation, interview, student product file, research papers) | Examination of studies on the subject | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 16 | Preparation and evaluation of tools based on alternative approaches in mathematics education (peer assessment, self-assessment, attitude scales) | Examination of studies on the subject | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 17 | Final Exam | Exam preparation | Ölçme Yöntemleri: Ödev |
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 | ||