COURSE UNIT TITLE

: PEDAGOGICAL APPROACHES FOR THE USE OF MANIPULATIVES

DEGREE PROGRAMMES

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
IME 6035 PEDAGOGICAL APPROACHES FOR THE USE OF MANIPULATIVES ELECTIVE 3 0 0 8

Offered By

ELEMENTARY MATHEMATICS TEACHER EDUCATION

Level of Course Unit

Third Cycle Programmes (Doctorate Degree)

Course Coordinator

ASSOCIATE PROFESSOR SIBEL YEŞILDERE IMRE

Offered to

ELEMENTARY MATHEMATICS TEACHER EDUCATION

Course Objective

Have information about the importance of the use of manipulatives in teaching mathematics

Learning Outcomes of the Course Unit

1   to comprehend the use of mathematical manipulatives in lessons
2   to understand the importance of manipulatives during mathematical learning process as a semiotic tool.
3   to integrate manipulatives into concept formation process

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Relationship among manipulative-artefact-tool
2 M.Artigue and Instrumentation framework
3 Chevallard and antroplogical approach
4 Vérillon and Rabardel, and ergonomic approach
5 Vygotsky and mediation theory
6 Critical review and discussion of a selected article
7 Critical review and discussion of a selected article
8 Midterm exam
9 Critical review and discussion of a selected article
10 Critical review and discussion of a selected article
11 Critical review and discussion of a selected article
12 Students' presentations of research home works
13 Students presentations of research home works
14 Students presentations of research home works
15 General review of this lesson

Recomended or Required Reading

Artigue, M. (2002). Learning mathematics in a CAS environment: the genesis of a reflection about instrumentation and the dialectics between technical and conceptual work. International Journal of Computers for Mathematical Learning, 7(3), 245-274.
Artigue, M. (2005). The integration of symbolic calculators into secondary education: some lessons from didactical engineering. In D. Guin, K. Ruthven, & L. Trouche (Eds.), The didactical challenge of symbolic calculators: Turning a computational device into a mathematical instrument (pp. 231-294). New York: Springer.
Bennet, T. L. (2000). Teacher s use of children s literature, mathematics manipulatives, and scaffolding to improve preschool mathematics achievement: Does it work Dissertation Abstracts International, 62(7), 2336. (UMI No. 3019177)
Clements, D. H. & McMillen, S. (1996). Rethinking concrete manipulatives . Teaching Children Mathematics, 2(5), 270-279.

Planned Learning Activities and Teaching Methods

Discussion, investigation, and presentation.

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


*** Resit Exam is Not Administered in Institutions Where Resit is not Applicable.

Further Notes About Assessment Methods

None

Assessment Criteria

To be announced.

Language of Instruction

Turkish

Course Policies and Rules

To be announced.

Contact Details for the Lecturer(s)

sibel.yesildere @deu.edu.tr

Office Hours

To be announced.

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Theoretical 14 3 42
Pre Class Self Study 14 3 42
Midterm Preparation 1 15 15
Final Preparation 1 20 20
Paper Preparation 8 6 48
Research Presentation 5 6 30
Final Exam 1 1 1
Midterm Exam 1 1 1
TOTAL WORKLOAD (hours) 199

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12
LO.1343
LO.243333555
LO.353335555

CONTACT INFORMATION
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Phone: +90(232) 412 12 12 - Fax: +90 (232) 464 81 35

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