Information Package / Course Catalogue
| Psychology | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Education | ||||
| Course Code | ELE 102 | ||||
| Course Title in English | Introduction to Mathematics Teaching | ||||
| Course Title in Turkish | Introduction to Mathematics Teaching | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Introductory | ||||
| Semester | Fall | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 251 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Expected Prior Knowledge | None | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | Overall Educational Objective. Written from student-centered learning point of view. Students will understand the profession of teaching. They will experience different school environments and they will work with students one-to-one. | ||||
| Course Description | This course is an introduction to mathematics teaching. We will discuss what constitutes teaching mathematics in different school settings including national and international. We will have chances to enter in real mathematics classrooms in middle schools. Students will participate in small group teaching and will support research efforts if needed. University students will have investigations related to what it means to be a mathematics teacher in different school environments. There will be a regular meeting time for university students and instructor where they will have discussion and reflection at the university. | ||||
| Course Description in Turkish | Bu ders matematik öğretmenliğine giriş dersidir. Ulusal ve uluslararası düzeyde farklı okul ortamlarında matematik öğretimini nelerin oluşturulduğu tartışılacaktır. Öğrenciler Ortaokullarda gerçek bir matematik dersine girme şansını elde edecek, küçük grup öğretimlerine katılacak ve gerektiğinde araştırmalara destek olacaktır. Öğrenciler farklı okul ortamlarında matematik öğretmeni olmanın anlamı ile ilgili keşiflerde bulunacaktır. Üniversite öğrencileri için düzenli bir toplantı süreci olacak ve öğretim üyesi üniversitede bu deneyimlerden sonra tartışma, öğrendiklerini yazılı ifade etme imkanları bulacaklardır. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) Students will understand the dynamics of being a mathematics teacher. 2) Students will be able to analyze how to prepare a classroom environment for successful teaching in different school environments. 3) Students will be able to assess the needs of middle school students and design a program for those students in need with the supervision of the course instructor and University Online Lab School supervisor. 4) Students will be able to contribute to the research efforts to improve teaching/learning in the collaborated middle school classrooms. 5) Students will be able to reflect on their own experiences in written and verbal forms. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | |||||
| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | |||||
| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | |||||
| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | |||||
| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | |||||
| 6) Internalization and dissemination of professional ethical standards. | |||||
| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | |||||
| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | |||||
| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | |||||
| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | |||||
| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | |||||
| 12) Ability to acquire knowledge independently, and to plan one’s own learning. | |||||
| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | N | |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | N | |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Exam,HW,Participation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | N | |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | N | |
| 6) | Internalization and dissemination of professional ethical standards. | N | |
| 7) | Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | N | |
| 8) | Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | N | |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | S | Participation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | HW,Participation |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | N | |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | Exam,HW |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Exam,HW |
| Prepared by and Date | BENGİ BİRGİLİ , September 2022 |
| Course Coordinator | BENGİ BİRGİLİ |
| Semester | Fall |
| Name of Instructor | Prof. Dr. ZELHA TUNÇ |
Course Contents
| Week | Subject |
| 1) | What is mathematics teaching? |
| 2) | Mathematics Teacher in the classroom. Public School, Private School, US schools |
| 3) | Professionalism |
| 4) | Guest Teacher- Visit to Darussafaka schools MEB 6th grade curriculum |
| 5) | Opening the door to my classroom- Cathy Humphreys Professional organizations Preparation for One to one Teaching |
| 6) | MEB Curriculum, US NCTM Standards One to one Teaching |
| 7) | Teaching Fractions Examples from 6th grade One to one Teaching |
| 8) | Holiday |
| 9) | Teaching Geometry Examples from 6th grade One to one Teaching |
| 10) | Classroom teaching visits or One to one Teaching One to one Teaching |
| 11) | Classroom teaching visits or One to one Teaching One to one Teaching |
| 12) | One to one Teaching Readings |
| 13) | Classroom teaching visits or One to one Teaching |
| 14) | One to one Teaching |
| 15) | One to one Teaching |
| 16) | Final Project |
| Required/Recommended Readings | MEB 6th grade curriculum “Opening the door to my classroom” written by Cathy Humphreys US NCTM Standards | |||||||||||||||||||||
| Teaching Methods | Students will be subjected to watch required video according to flipped classroom. Also several readings and videos will be assigned to them before the class time. Students will begin one- to –one teaching process in a middle school of University within School Project. | |||||||||||||||||||||
| Homework and Projects | Students will keep journals after school visits. After every lesson, they will reflect on what they observed and experienced. Students will prepare a final project | |||||||||||||||||||||
| Laboratory Work | NA | |||||||||||||||||||||
| Computer Use | http://neokusamneolsam.org/kisiler?id=55 http://tedxtalks.ted.com/video/Gelece%C4%9Fi-Yakalamak-%7C-Meltem-Cey;search%3Atag%3A will be watched before the class | |||||||||||||||||||||
| Other Activities | ||||||||||||||||||||||
| Assessment Methods |
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| Course Administration |
tuncz@mef.edu.tr |
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ECTS Student Workload Estimation
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 2 | 4 | 2 | 112 | ||
| Laboratory | 1 | 6 | 6 | ||||
| Field Work | 14 | 2 | 3 | 2 | 98 | ||
| Homework Assignments | 8 | 3 | 24 | ||||
| Midterm(s) | 1 | 3 | 1 | 4 | |||
| Final Examination | 1 | 5 | 2 | 7 | |||
| Total Workload | 251 | ||||||
| Total Workload/25 | 10.0 | ||||||
| ECTS | 5 | ||||||