COURSE UNIT TITLE

: MODERN APPROACHES IN MATHEMATICS EDUCATION

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
ISÖ 5000 MODERN APPROACHES IN MATHEMATICS EDUCATION COMPULSORY 3 0 0 8

Offered By

Primary Teacher Education

Level of Course Unit

Second Cycle Programmes (Master's Degree)

Course Coordinator

ASSISTANT PROFESSOR NECIP BEYHAN

Offered to

Primary Teacher Education

Course Objective

The course aims at providing our students with the understanding and full comprehension of the structure of mathematics, the psychological basis of learning mathematics, the learning-teaching theories and strategies that are based on our daily lives and the course also promotes our students to exemplify and practise those theories in different mathematical activities.

Learning Outcomes of the Course Unit

1   Be able to explain the structure of mathematics and mathematical thinking.
2   Be able to understand the psychological basis of learning mathematics.
3   Be able to explain learning-teaching theories which positively affect learning mathematics.
4   Be able to understand effective approaches to teaching and learning mathematics and develop sample lesson plans.
5   Be able to know, develop and use supplementary lesson materials .
6   Be able to analyze teachers attitudes and practices that cause failure and Math Anxiety.

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 What is Mathematics What is Mathematical Thinking
2 The Psychological Basis Of Learning Mathematics: Piaget and Bruner's Mental Development Theories.
3 Explanation of Mental Development Concepts with mathematical examples.
4 R.R. Skemp: The Psychology Of Learning Mathematics
5 The Psychological Basis Of Learning Mathematics: Gagné's Theory of Instruction
6 Hans Freudenthal's Realistic Mathematics Education
7 Constructivism and Mathematics Education
8 Corse Overview, Evaluation and Midterm Examination
9 Zoltan P. Dienes Theory of Learning Mathematics
10 Bruner's Discovery Learning Approach and Mathematics Education
11 Bloom's Mastery Learning Model and Mathematics Education
12 Glaser's Basic Learning Model and Mathematics Education
13 The importance of Course Materials and Instruments in Mathematics Education
14 Success in Mathematics and Cultural factors
15 Final Exam

Recomended or Required Reading

Altun. Murat. (2005), Eğitim Fakülteleri ve Ilköğretim Öğretmenleri için Matematik Öğretimi, Alfa Aktüel Akademi Yayıncılık, Bursa.
Açıkgöz, K. (2005). Aktif Öğrenme. 7. Baskı. Izmir: Eğitim Dünyası Yayınları.
Baykul, Yaşar.(2011), Ilköğretimde Matematik Öğretimi (1-5. Sınıflar), Pegem A Yayıncılık, Ankara.
Senmoğlu, N. (2005), Gelişim Öğrenme ve Öğretim Kuramdan Uygulamaya, Gazi Kitapevi, Ankara.
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.
Özden, Y. (2003). Ögrenme ve Ögretme. Besinci baskı. Ankara: Pegema Yayıncılık.
MEB.(2005). Ilköğretim 1-5. Sınıflar Matematik Programı.

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 MTE MIDTERM EXAM
2 ASG ASSIGNMENT
3 FINS FINAL EXAM
4 FCG FINAL COURSE GRADE MTE * 0.30 + ASG * 0.10 + FINS * 0.60
5 RST RESIT
6 FCGR FINAL COURSE GRADE (RESIT) MTE * 0.30 + ASG * 0.10 + RST * 0.60


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

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

Students are supposed to attend minimum %70 of the lessons.
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 13 3 39
Preparation for midterm exam 5 8 40
Preparation for final exam 2 6 12
Preparation for quiz etc. 4 6 24
Preparing presentations 4 8 32
Final 1 1 1
Midterm 1 1 1
TOTAL WORKLOAD (hours) 188

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.14
LO.255
LO.3554
LO.4555
LO.555
LO.64