Information Package / Course Catalogue
ELE 242 University within School: Focus on Mathematics Education
MEF University
Degree Programs
Psychology
General Information For Students
Diploma SupplementErasmus Policy Statement
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 242
Course Title in English University within School: Focus on Mathematics Education
Course Title in Turkish University within School: Focus on Mathematics Education
Language of Instruction EN
Type of Course Lecture
Level of Course Seçiniz
Semester Fall
Contact Hours per Week
Lecture: 3 Recitation: Lab: Other:
Estimated Student Workload 124 hours per semester
Number of Credits 5 ECTS
Grading Mode Standard Letter Grade
Pre-requisites None
Expected Prior Knowledge Introduction to Mathematics Teaching Introduction to Educational Sciences
Co-requisites None
Registration Restrictions Only Undergraduate Students
Overall Educational Objective To understand how mathematics and mathematics teaching might be different in different settings and to understand the role of children’s individual construction of mathematics that contribute to mathematics teaching.
Course Description This course will focus on the discussions of what constitutes teaching mathematics in different school settings including public and private as well as schools that follow national and international curriculum. The purpose is to expose the pre-service teachers for different settings and circumstances where school mathematics take place.
Course Description in Turkish Bu derste amaç, öğretmen adaylarını çocuklarla birebir matematik dersi yapmalarını sağlayarak, çocukların bu kavramları nasıl öğrendiklerini gözlemlemeleri ve yaşanan zorluklarla ilgili öğretmen olarak ne gibi fırsatlar yaratılmalı konularında bilgi sahibi olmalarıdır. Bu bağlamda da farklı okullarda matematik dersinin nasıl işlendiğine dair bilgi edinmektir.

Course Learning Outcomes and Competences

Upon successful completion of the course, the learner is expected to be able to:
1) understand how children learn mathematical concepts in middle school years, focus on one semester such as first semester MEB 6 th grade mathematics;
2) demonstrate the knowledge of how to plan, teach and reflect a lesson about identified topic;
3) engage in research efforts to improve teaching/learning which is in relation to understandings of these psychological constructs;
4) reflect on one’s own learning experiences in written and verbal forms.
Program Learning Outcomes/Course Learning Outcomes 1 2 3 4
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 ZELHA TUNÇ ,
Course Coordinator BENGİ BİRGİLİ
Semester Fall
Name of Instructor Prof. Dr. ZELHA TUNÇ

Course Contents

Week Subject
1) What is mathematics teaching? NCTM Standards/Common Core Standards and MEB Curriculum Reflective writing on What is learning ? What is teaching? What is mathematics?
2) US Standards and MEB Curriculum Professionalism Tutoring- Journal 1 ELE
3) Grade 6 MEB Mathematics Book Journal 2 ELE 242 Readings
4) Van de Walle book- chapter 1 Video preparation
5) One to one Teaching Van de Walle book- chapter 1 Journal 3 ELE 242
6) One to one Teaching, Van de Walle book- chapter 2
7) One to one Teaching
8) One to one Teaching, Van de Walle book- chapter 2 (part 1)
9) One to one Teaching, Van de Walle book- chapter 2 (part 2)
10) One to one Teaching - teacher questioning -Article (The Importance, Nature and Impact of Teacher Questions)
11) Tentative- Darüşşafaka Schools Visit
12) Teaching at Ayazağa Middle School. One to one Teaching
13) MEF Schools/Classroom teaching visits. National OR International.
14) MEF Schools/Classroom teaching visits. National or International.
15) Final Project Presentations for ELE 103
16) Final Project Presentations for ELE 103
Required/Recommended ReadingsRequired Textbooks: Van de Walle, J., Karp, K., Bay-Williams, J. (2016).Elementary and Middle School Mathematics: Teaching Developmentally, Enhanced Pearson eText -- Access Card, 9th Edition. And some selected articles.
Teaching Methods Flipped Classroom model will be used while teaching this course. Students will gain first exposure to new course material outside of class, usually via reading or watching lecture videos/audios, and then class time will be used to assimilate that prior mathematical knowledge through problem-solving or classroom discourse.  Students will teach a pair of middle school students for 8 week for two lesson periods. Pre-service teachers will do small group teaching. They will prepare lesson plans in another class they take concurrently and they will practice it in this class. They will require to reflect on their teaching and students’ learning in written form three times. They will share every week their struggles and how their middle school students think in relation to teaching materials. They will meet face-to-face in the larger group with similar misunderstandings to explore content through active learning and engagement strategies.  They will spend a day at four different schools with different settings. These are schools with High and low level socioeconomic status students, boarding school for orphans, and an international school. They will be a guest at a mathematics class in those different schools, then have time to talk about challenges and opportunities to be a teacher and an administrator in those schools  Students will take the responsibility of their own learning, and study core content either individually or in groups before class and then apply mathematical knowledge and skills to a range of activities using higher order thinking.  Lecturing is still important but there will be a greater focus on gaining significant learning opportunities through facilitating active learning of mathematics, engaging students in the use of mathematical language, guiding learning, correcting misunderstandings and providing timely feedback, etc.  In the Flipped Classroom setting, there will be a greater focus on concept exploration, meaning making, and demonstration or application of mathematical knowledge face-to-face.  Students are expected to watch the relevant week’s video/audio before attending to the class, and track their progress toward fulfilling the requirements of the course.
Homework and ProjectsOne to one teaching and classroom attendance(15 points): You will be working with one or two middle school students for 8-10 weeks on your personally scheduled times for two 30 minute sessions each week. Your experience with those students will be in professional manner as a professional tutor. This continuity is important and you will do your ‘Analysis and Revision of a 6 th grade Lesson Plan-Presentation (25 points)’ based on this experience. Therefore, it is important that you take this opportunity seriously. Journals (School Observations and your teaching of 6 th graders, University within School (5 @ 10 points each= 50 points) Observation& Reflection Journals and School visit write-ups Keeping journal (It is important to submit your weekly journal on due dates through Blackboard):  What did we do in class? Describe it. Give three specific examples related to the experience, refer to ideas in readings if applicable.  How did this experience relate to learning and teaching?  What mathematical knowledge did you learn? What knowledge did you gain about students, learning mathematics and teaching? After every lesson in school visits, you should reflect a page. You will have different questions every week, but the questions might be as follows  What was the mathematics discussed in the classroom?  Do you think children understand the goals of the lesson?  How do you know? Give some examples and direct quotations.  What do you think should be done within the next classroom to enhance learning?  What do you think the challenges were and how did the teacher overcome those challenges? Or she/he did not overcome them? Final Project (35 points): you will do your ‘Analysis and Revision of a 6 th grade Lesson Plan-Presentation (25 points)’ based on this experience. Therefore, it is important that you take this opportunity seriously. You will do a presentation about the experience you had with your teaching focusing on specific teaching episodes such as fractions, integers, exponential numbers etc.
Laboratory WorkTeaching one-to-one
Computer UseComputers will be used in pre-class activities and student projects.
Other ActivitiesSchool visits.
Assessment Methods
Assessment Tools Count Weight
Attendance 1 % 15
Homework Assignments 1 % 50
Final Examination 1 % 35
TOTAL % 100
Course Administration tuncz@mef.edu.tr

Prof. Zelha TUNÇ-PEKKAN Office: Thursdays 09:00-10:50 Office Phone: 212 395 36 25 E-mail Address: tuncz@mef.edu.tr Class Hours: Thursdays 11:00-12:30 Academic dishonesty and plagiarism: YOK Disciplinary Regulation

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 3 2 2 2 18
Application 3 12 2 42
Field Work 4 1 3 16
Homework Assignments 2 12 2 28
Final Examination 1 15 2 3 20
Total Workload 124
Total Workload/25 5.0
ECTS 5