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Information
| Unit | INSTITUTE OF SOCIAL SCIENCES |
| CLASSROOM TEACHING (MASTER) (WITHOUT THESIS) (DISTANCE EDUCATION) | |
| Code | Bölüm Kodu Seçiniz... |
| Name | Effective Practices in Primary School Mathematics Teaching |
| Term | 2026-2027 Academic Year |
| Term | Fall and Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Belirsiz |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Doç. Dr. EMEL ÇİLİNGİR ALTINER |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
The aim of this course is to enhance teachers’ skills in planning, implementing, and evaluating effective instructional practices in primary school mathematics teaching. Within the scope of the course, it is aimed that teachers recognize contemporary approaches in mathematics education, design instructional environments that address student diversity, and develop practice-based activities suitable for mathematics instruction. Additionally, the course aims to support teachers in effectively using concrete materials, technology-supported applications, and problem-solving-based activities in teaching mathematical concepts.
Course Content
This course focuses on effective instructional practices used in primary school mathematics teaching. Throughout the course, topics such as developing conceptual understanding in mathematics, problem-based teaching approaches, supporting mathematical reasoning and communication skills, and the use of concrete materials and technology-supported applications are addressed. In addition, students’ misconceptions and learning difficulties in mathematics are examined, and instructional strategies to address these challenges are discussed. The course also covers differentiated and inclusive teaching approaches, real-life problem contexts, mathematical modeling applications, and alternative assessment methods. The course aims to develop pre-service teachers’ skills in designing lesson plans, analyzing teaching processes, and implementing effective mathematics teaching practices.
Course Precondition
None
Resources
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2019). İlkokul ve ortaokul matematiği: Gelişimsel yaklaşımla öğretim (Çev. Ed.: S. Durmuş). Ankara: Nobel Akademik Yayıncılık NCTM (National Council of Teachers of Mathematics). (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: NCTM. Toptaş, V., Olkun, S., Sarı, M. H., & Çekirdekci, S. (Ed.). (2022). İlkokulda Matematik Öğretimi. Ankara: Vizetek Yayıncılık.
Notes
NCTM (National Council of Teachers of Mathematics). (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: NCTM.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | 1.Explain contemporary instructional approaches used in primary mathematics teaching. |
| LO02 | 2.Design instructional environments that consider individual differences among learners. |
| LO03 | 3.Develop practice-based activities for teaching mathematical concepts. |
| LO04 | 4.Apply teaching strategies that support problem-solving and mathematical reasoning skills. |
| LO05 | Use concrete materials and technological tools effectively in mathematics instruction. |
| LO06 | Identify students’ misconceptions and plan instructional activities to address them |
| LO07 | 7.Apply alternative assessment and evaluation methods in mathematics teaching. |
| LO08 | Critically evaluate mathematics teaching processes and propose improvements. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Defines scientific research and analysis methods used in social sciences. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | Primary School 1st-4th. express the classroom programs and the basic principles on which they are based. | 3 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Primary School 1st-4th. explains the development and learning theories in the classroom. | 3 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Explains teaching strategies, methods and techniques based on undergraduate qualifications. | 5 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Explains the interaction between disciplines related to the field. | 2 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Primary School 1st-4th. explains the teaching principles of the classroom subject areas (Social Studies, Turkish, Science, Mathematics) at the level of expertise. | 5 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Classroom teaching uses field knowledge by associating it with knowledge in different fields. | 4 |
| PLO08 | Beceriler - Bilişsel, Uygulamalı | Explains the theoretical and applied knowledge in the field at the level of expertise. | 4 |
| PLO09 | Beceriler - Bilişsel, Uygulamalı | Interprets national and international classroom teaching practices with a critical perspective. | |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | Plans and conducts a scientific research. | |
| PLO11 | Beceriler - Bilişsel, Uygulamalı | Applies teaching methods and techniques based on undergraduate qualifications. | 5 |
| PLO12 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | He/she independently carries out a study that requires expertise in his/her field. | |
| PLO13 | Yetkinlikler - Öğrenme Yetkinliği | She/he critically questions scientific and social issues and is open to new perspectives. | |
| PLO14 | Yetkinlikler - Öğrenme Yetkinliği | She/He carries out its studies within the framework of lifelong learning. | 3 |
| PLO15 | Yetkinlikler - Öğrenme Yetkinliği | Follows social and technological developments. | 4 |
| PLO16 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | It presents a scientific study carried out in the field of classroom teaching to experts or non-experts in written, oral and visual terms by supporting them with qualitative and quantitative data. | |
| PLO17 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Uses information and communication technologies effectively. | 4 |
| PLO18 | Yetkinlikler - Alana Özgü Yetkinlik | Acts in accordance with social, scientific, cultural and ethical values while conducting a scientific research or project or interpreting a study related to her/his field. | 3 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Course introduction and importance of effective practices in mathematics teaching | Reading on contemporary approaches in mathematics teaching | Öğretim Yöntemleri: Anlatım, Tartışma |
| 2 | Developing conceptual understanding in primary mathematics | Review literature on conceptual learning | Öğretim Yöntemleri: Anlatım, Örnek Olay |
| 3 | Problem-solving based approaches in mathematics teaching | Reading on problem-solving strategies | Öğretim Yöntemleri: Tartışma, Problem Çözme |
| 4 | Developing mathematical reasoning and communication skills | Review examples of reasoning tasks | Öğretim Yöntemleri: Tartışma, Alıştırma ve Uygulama |
| 5 | Use of concrete materials in mathematics teaching | Examine examples of instructional materials | Öğretim Yöntemleri: Alıştırma ve Uygulama, Proje Temelli Öğrenme |
| 6 | Technology-supported mathematics teaching | Review digital tools such as GeoGebra | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 7 | Identifying student errors and misconceptions | Review literature on misconceptions | Öğretim Yöntemleri: Örnek Olay |
| 8 | Mid-Term Exam | Review previous topics | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Differentiated mathematics instruction | Reading on differentiated instruction | Öğretim Yöntemleri: Tartışma, Grup Çalışması |
| 10 | Inclusive mathematics teaching and integration practices | Reading on inclusive education | Öğretim Yöntemleri: Tartışma, Örnek Olay |
| 11 | Real-life problems and mathematical modeling | Review modeling examples | Öğretim Yöntemleri: Problem Çözme, Proje Temelli Öğrenme |
| 12 | Game-based learning and activity design in mathematics | Research mathematics games | Öğretim Yöntemleri: Gösteri |
| 13 | Assessment and evaluation practices in mathematics teaching | Reading on alternative assessment methods | Öğretim Yöntemleri: Tartışma, Alıştırma ve Uygulama |
| 14 | Lesson planning and preparation for micro-teaching | Prepare draft lesson plan | Öğretim Yöntemleri: Gösterip Yaptırma |
| 15 | Micro-teaching sessions and feedback | Prepare teaching presentation | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 16 | Term Exams | Review all topics | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Term Exams | Complete project preparations | Ölçme Yöntemleri: Performans Değerlendirmesi |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 17 | 3 | 51 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 4 | 56 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 30 | 30 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 7 | 7 |
| Final Exam | 1 | 15 | 15 |
| Total Workload (Hour) | 159 | ||
| Total Workload / 25 (h) | 6,36 | ||
| ECTS | 6 ECTS | ||