COURSE UNIT TITLE

: ANALYSIS OF THE CURRICULUM PROGRAM OF MATHEMATICS COURSE IN PRIMARY SCHOOL TEACHER EDUCATION

DEGREE PROGRAMMES

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
ISÖ 5007 ANALYSIS OF THE CURRICULUM PROGRAM OF MATHEMATICS COURSE IN PRIMARY SCHOOL TEACHER EDUCATION ELECTIVE 3 0 0 8

Offered By

Primary Teacher Education

Level of Course Unit

Second Cycle Programmes (Master's Degree)

Course Coordinator

ASISTANT PROFESSOR NECIP BEYHAN

Offered to

Primary Teacher Education

Course Objective

The course aims to equip the course-takers with the ability to understand and analyze the Mathematic curriculum in Primary Schools from 1st to 5th Grades according to the program components and external factors.

Learning Outcomes of the Course Unit

1   Being able to understand, analyse and make comparisons between the current Mathematics Program and the former one in terms of the approaches, objectives, contents, the processes of learning-teaching and assessment and evaluation.
2   Being able to analyse the Mathematics program in terms of the developments in the world.
3   Being able to understand the changes in the roles of the teachers and students in the new program.
4   Being able to have awareness of the necessity of a change for learning Mathematics to have a sound implementation of the new program in the minds of the administrators, inspectors, teachers and society, the main components of education.
5   Being able to understand that the learning instruments, course materials, education athmosphere, course books and so forth should constantly be changed and developed for a successful implementation of the program.
6   Being able to put forward solutions to the problems encountered in the implementation of the program.

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Comparison of the current Mathematics Course Program with the former one in terms of the approaches handled
2 Comparison of Mathematics Course Program with the former one in terms of the objectives.
3 Comparison of Mathematics Course Program with the former one in terms of the contents.
4 Comparison of Mathematics Course Program with the former one in terms of the learning- teaching process.
5 Comparison of the Mathematics Course Program with the former one in terms of assessment and evaluation.
6 Analysis of the Mathematics Course Program in terms of the recent developments in the world.
7 Analysis of the Mathematics Course Program in terms of the external criteria.
8 Mid-Term Exam
9 The effects of the components of education on the practice of the Mathematics Course.
10 The effectiveness of the Mathematics Course Program and education of teachers.
11 The effectiveness of the Mathematics Course Program and Education atmosphere.
12 Providing and using the course materials and learning instruments to enable effectiveness of the Mathematics course program.
13 The importance of dynamic program evaluation approaches in enabling the effectiveness of the Mathematiccs Course program.
14 Problems encountered in the practice of the Mathematics Course program and solutions.
15 Final Exam

Recomended or Required Reading

Altun. Murat. (2005), Eğitim Fakülteleri ve Ilköğretim Öğretmenleri için Matematik Öğretimi, Alfa Aktüel Akademi Yayıncılık, Bursa.
Baykul, Yaşar.(2011), Ilköğretimde Matematik Öğretimi (1-5. Sınıflar), Pegem A Yayıncılık, Ankara.
MEB.(2005). Ilköğretim 1-5. Sınıflar Matematik Programı.
Oklun, S.,Toluk, Z. (2007), Ilköğretimde Etkinlik Temelli Matematik Öğretimi,Maya Akademi Yayıncılık, Ankara.
Olkun,S.,Toluk-Uçar, Z.(2006). Ilköğretimde Matematik Öğretimine Çağdaş Yaklaşımlar, Ekinoks Yayınları Ankara.
Özçelik, Durmuş Ali ve Diğerleri (1997). Ilköğretim Matematik Öğretimi. YÖK/ Dünya Bankası , Ankara.
Özden, Y. (1999). Eğitimde Yeni Değerler. Pegem Yayıncılık. Ankara.
Sönmez, V. (2010).Program Geliştirmede Öğretmen El Kitabı. Pegem A Yayıncılık, Ankara

Planned Learning Activities and Teaching Methods

Expository speech, Presentation, Discussion, Question-Answer, Practice, Problem solving, Brain storming, Learning based on Cooperation, Learning based on Project, Case Study

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 MTEG MIDTERM GRADE
2 FCG FINAL COURSE GRADE
3 FCG FINAL COURSE GRADE MTEG * 0.40 + FCG * 0.60
4 RST RESIT
5 FCGR FINAL COURSE GRADE (RESIT) MTEG * 0.40 + RST * 0.60

Further Notes About Assessment Methods

None

Assessment Criteria

Students are evaluated by means of learning outcomes, mid-term and final exams.

Language of Instruction

Turkish

Course Policies and Rules

1. Students are supposed to attend minimum %70 of the lessons.
2. The instructor reserves the right to ask students complete various individual or cooperative learning activities within the planned education and teaching process. The part and role of the activities in the evaluation process will be announced at the beginning of the term.

Contact Details for the Lecturer(s)

necip.beyhan@deu.edu.tr

Office Hours

To be announced.

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 13 3 39
Preparations before/after weekly lectures 16 5 80
Preparation for midterm exam 1 7 7
Preparation for final exam 1 7 7
Preparation for quiz etc. 9 6 54
Final 1 1 1
Midterm 1 1 1
TOTAL WORKLOAD (hours) 189

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12PO.13PO.14PO.15PO.16
LO.155
LO.245
LO.355
LO.43
LO.55
LO.655

CONTACT INFORMATION
Dokuz Eylül Üniversitesi Cumhuriyet Bulvarı No: 144 35210 Alsancak / İZMİR
Phone: +90(232) 412 12 12 - Fax: +90 (232) 464 81 35

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