MATZ403 Misconceptions in Teaching Mathematics

3 ECTS - 2-0 Duration (T+A)- 7. Semester- 2 National Credit

Information

Code MATZ403
Name Misconceptions in Teaching Mathematics
Term 2024-2025 Academic Year
Semester 7. Semester
Duration (T+A) 2-0 (T-A) (17 Week)
ECTS 3 ECTS
National Credit 2 National Credit
Teaching Language Türkçe
Level Lisans Dersi
Type Normal
Label FE Field Education Courses C Compulsory
Mode of study Yüz Yüze Öğretim
Catalog Information Coordinator Prof. Dr. AYTEN PINAR BAL
Course Instructor Prof. Dr. AYTEN PINAR BAL (A Group) (Ins. in Charge)


Course Goal / Objective

To provide pre-service teachers with an understanding of mathematical errors, difficulties and misconceptions and to help them reveal the similarities and differences between these concepts, to enable students to research the related literature about questioning techniques that reveal misconceptions, and to develop solutions on this subject.

Course Content

Error, difficulty and misconception in mathematics; types of misconceptions, mathematical concepts and common misconceptions associated with these concepts in the literature; questioning techniques that reveal the thinking processes of secondary school students; To produce solutions for misconceptions according to the characteristics of the subject area and the individual differences of the students.

Course Precondition

None

Resources

Özmantar, M. F., Bingölbali, E., Akkoç, H. (2015). Matematiksel Kavram Yanilgilari Ve Çözüm Önerileri. Ankara: PegemA Yayınevi. Ertekin, E. ve Bütüner, S. (2023). Ortaokul Matematiğinde Hatalar-Kavram Yanılgıları ve Giderilmesine Yönelik Etkinlikler. Ankara. Vizetek Yayınevi.

Notes

NCTM, (2000). The standards 2000 project. 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


Course Learning Outcomes

Order Course Learning Outcomes
LO01 Explains the concepts of mathematical error, difficulty and misconception.
LO02 Distinguish between the concepts of mathematical error, difficulty and misconception.
LO03 Explains common misconceptions in secondary school mathematics
LO04 Compare secondary school students' thinking processes with revealing questioning techniques.
LO05 Develops solution suggestions for misconceptions that may occur according to student characteristics.
LO06 Designs a solution model to eliminate misconceptions that may occur depending on the subject area.
LO07 Analyzes misconceptions of secondary school students according to their individual differences
LO08 Explain common types of misconceptions in middle school mathematics topics


Relation with Program Learning Outcome

Order Type Program Learning Outcomes Level
PLO01 Bilgi - Kuramsal, Olgusal Has enough knowledge about mathematics. 3
PLO02 Bilgi - Kuramsal, Olgusal Has pedagogical knowledge about teaching profession and field. 3
PLO03 Bilgi - Kuramsal, Olgusal Implements classroom management approaches to be used in educational environments effectively.
PLO04 Bilgi - Kuramsal, Olgusal Prepares the learning environments in which appropriate teaching methods are used for effective mathematics education in accordance with development and age levels. 3
PLO05 Bilgi - Kuramsal, Olgusal Knows the relationship between Mathematics-Society-Environment-History and uses it in professional and daily life.
PLO06 Bilgi - Kuramsal, Olgusal Uses Turkish properly and effectively according to the rules.
PLO07 Bilgi - Kuramsal, Olgusal Selects and designs appropriate materials, in mathematics teaching.
PLO08 Bilgi - Kuramsal, Olgusal Monitors students' progress using different assessment and evaluation methods and techniques.
PLO09 Bilgi - Kuramsal, Olgusal Takes responsibility as an individual and as a team member to solve problems related to the field. 2
PLO10 Beceriler - Bilişsel, Uygulamalı Has life-long learning awareness.
PLO11 Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği Shares his/her knowledge and skills, problems and solutions that he/she identified by means of oral and written communication with the expert and non-expert people. 3
PLO12 Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği Uses information and communication technologies and other related materials for an effective mathematics teaching.
PLO13 Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği Has enough foreign language knowledge to follow foreign resources related to the field.
PLO14 Yetkinlikler - Öğrenme Yetkinliği Has the knowledge of the purpose, structure and functioning of the Turkish education system.
PLO15 Yetkinlikler - Öğrenme Yetkinliği Becomes a teacher who adheres to Atatürk's principles and revolutions.


Week Plan

Week Topic Preparation Methods
1 Introduction Examination of relevant resources Öğretim Yöntemleri:
Soru-Cevap
2 Mathematical error/difficulty/misconception Examination of relevant resources Öğretim Yöntemleri:
Anlatım
3 Misconceptions about place value Examination of relevant resources Öğretim Yöntemleri:
Tartışma
4 Misconceptions about fractions Examination of relevant resources Öğretim Yöntemleri:
Soru-Cevap, Tartışma
5 Misconceptions about integer numbers Examination of relevant resources Ölçme Yöntemleri:
Sözlü Sınav
6 Misconceptions about ratio and proportion Examination of relevant resources Ölçme Yöntemleri:
Ödev
7 Misconceptions about probability Examination of relevant resources Öğretim Yöntemleri:
Tartışma, Alıştırma ve Uygulama
8 Mid-Term Exam Ölçme Yöntemleri:
Ödev
9 Misconceptions about equations Examination of relevant resources Ölçme Yöntemleri:
Sözlü Sınav
10 Misconceptions about exponents Examination of relevant resources Ölçme Yöntemleri:
Sözlü Sınav
11 Misconceptions about angles Examination of relevant resources Ölçme Yöntemleri:
Ödev
12 Misconceptions about regular shapes Examination of relevant resources Öğretim Yöntemleri:
Tartışma
13 Application examples: Numbers Examination of relevant resources Öğretim Yöntemleri:
Soru-Cevap
14 Application examples: Measuring Examination of relevant resources Ölçme Yöntemleri:
Ödev
15 Application examples: Algebra Examination of relevant resources Ölçme Yöntemleri:
Proje / Tasarım
16 General Evaluation General Evaluation Ölçme Yöntemleri:
Sözlü Sınav
17 Term Exams 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 2 28
Out of Class Study (Preliminary Work, Practice) 14 2 28
Assesment Related Works
Homeworks, Projects, Others 0 0 0
Mid-term Exams (Written, Oral, etc.) 1 6 6
Final Exam 1 16 16
Total Workload (Hour) 78
Total Workload / 25 (h) 3,12
ECTS 3 ECTS

Update Time: 12.12.2024 07:39