TÜRKÇE
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Information
| Code | ME711 |
| Name | Mathematics Education Programs |
| 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 | Prof. Dr. PERİHAN ARTUT |
Course Goal
To teach the principles, techniques and the procedures related to Curriculum in Mathematics Education.
Course Content
Basic elements of mathematics education curriculum, History of matematics education curriculum, Philosophical, psychological and social foundations reflection on mathematics teaching curricula, Mathematics teaching curricula design and the development of the mathematics curriculum, The implementation of the mathematics curriculum, Approaches to extend the mathematics program, Evaluation of the mathematics program in the context of student. Evaluation of the mathematics program in the context of parents. Evaluation of the mathematics program in the context of theachers.
Course Precondition
none
Resources
Frank K. Jr. Lester (Editor). Second Handbook and Research on Mathematics Teaching and LearningVan De Walle, J.A. Elementary and Middle School Mathematics( fourth edition).New York: Longman, 2001.
Notes
https://library.cu.edu.tr/cu/e-kaynaklar/veritabanlari
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains basic elements of mathematics education curriculum. |
| LO02 | Explains history of matematics education curriculum. |
| LO03 | Explains philosophical, psychological and social foundations reflection on mathematics teaching curricula. |
| LO04 | Explains mathematics teaching curricula design, |
| LO05 | Explains approaches to dissemination of the mathematics curriculum. |
| LO06 | Explains evaluations of mathematics curriculum in the context of students, teachers, schools, parents and the community expectations |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Scientific research and analysis methods in mathematics education. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | Expresses mathematics curriculum and basic principles on which it is based. | 5 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Explain the learning theories in mathematics education. | |
| PLO04 | Bilgi - Kuramsal, Olgusal | Describes teaching strategies, methods and techniques appropriate for undergraduate qualifications. | 2 |
| 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. | |
| 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. | |
| 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. | |
| PLO18 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Effectively covers information and communication technologies. | 3 |
| 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. | 1 |
| 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 | Basic elements of teaching curriculum | Reference 1, Reference 2, Reference 3 | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Basic elements of mathematics education curriculum | Reference 1, Reference 2, Reference 3 | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Beyin Fırtınası |
| 3 | History of Mathematics Education Program in the world | Reference 1, Reference 2, Reference 3 | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası |
| 4 | History of Mathematics Education Program in our country | Reference 1, Reference 2, Reference 3 | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası |
| 5 | Philosophical, psychological and social foundations reflection on mathematics teaching curricula 1 | Reference 1, Reference 2, Reference 3 | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası |
| 6 | Philosophical, psychological and social foundations reflection on mathematics teaching curricula 2 | Reference 1, Reference 2, Reference 3 | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | Mathematics teaching curricula design and the development of the mathematics curriculum 1 | Reference 1, Reference 2, Reference 3 | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | Prepare to exam | Ölçme Yöntemleri: Yazılı Sınav, Ödev |
| 9 | Mathematics teaching curricula design and the development of the mathematics curriculum 2 | Reference 1, Reference 2, Reference 3 | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası |
| 10 | The implementation of the mathematics curriculum 1 | Reference 1, Reference 2, Reference 3 | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 11 | The implementation of the mathematics curriculum 2 | Reference 1, Reference 2, Reference 3 | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Approaches to dissemination of mathematics curriculum 1 | Reference 1, Reference 2, Reference 3 | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | Approaches to dissemination of mathematics curriculum 2 | Reference 1, Reference 2, Reference 3 | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası |
| 14 | Evaluation of the mathematics program in the context of student, teacher, school, parent and social expectations 1 | Reference 1, Reference 2, Reference 3 | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası |
| 15 | Evaluation of the mathematics program in the context of student, teacher, school, parent and social expectations 2 | Reference 1, Reference 2, Reference 3 | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası |
| 16 | Term Exams | Prepare to exam | Ölçme Yöntemleri: Yazılı Sınav, Ödev |
| 17 | Term Exams | Prepare to exam | Ölçme Yöntemleri: Ödev, 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 | ||