School/Faculty/Institute | Faculty of Education | ||||
Course Code | ELE 204 | ||||
Course Title in English | Foundations of Teaching Geometry, Probability and Statistics | ||||
Course Title in Turkish | Foundations of Teaching Geometry, Probability and Statistics | ||||
Language of Instruction | EN | ||||
Type of Course | Flipped Classroom | ||||
Level of Course | Select | ||||
Semester | Spring | ||||
Contact Hours per Week |
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Estimated Student Workload | 103 hours per semester | ||||
Number of Credits | 5 ECTS | ||||
Grading Mode | Standard Letter Grade | ||||
Pre-requisites |
EDS 101 - Introduction to Educational Sciences ELE 101 - Introduction to Mathematics Teaching | ELE 102 - Introduction to Mathematics Teaching |
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Co-requisites | None | ||||
Expected Prior Knowledge | Introduction to Mathematics Teaching Introduction to Educational Sciences | ||||
Registration Restrictions | Only Undergraduate Students | ||||
Overall Educational Objective | To understand how young learners construct concepts of number, fractions, operations and algebra. | ||||
Course Description | Teaching probability, data analysis and statistics in primary and secondary school classrooms. Learning the curriculum and assessment strategies in Statistics and Probability. In addition, in this course, effective teaching strategies and models are taught to improve pre-service teachers' knowledge of geometry teaching. One of the important objectives of the course is to learn activities on how different teaching techniques can be used according to the development of students' spatial intelligence. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) To review, extend, and provide a deeper understanding of basic concepts and skills in probability, statistics and geometry as they relate to the teaching of these topics in middle schools; 2) To become aware of current and relevant research related to the teaching and learning of probability and statistics as well as geometry topics, particularly research on how students develop statistical and spatial thinking; 3) To examine and understand current curricular issues as they relate to the teaching of probability and statistics and geometry to a broader population; 4) Develop an understanding of how to teach these concepts and skills to middle school students in better ways. |
Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 |
---|---|---|---|---|
1) Apply effective and student-centered specific teaching methods and strategies in order to improve students’ mathematical thinking and problem solving skills. | ||||
2) Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. | ||||
3) Demonstrate knowledge in various areas of mathematics (such as analysis, algebra, linear algebra, geometry, topology, mathematical modeling, statistics and probability, differential equations) and nature of science and mathematics. | ||||
4) Display knowledge and skills in developing programs, teaching technologies and materials in order to teach mathematics in effective and meaningful ways based on student needs. | ||||
5) Evaluate and assess students’ individual developmental paths, difficulties in understanding mathematics in multiple ways and use assessment results in improving teaching and learning. | ||||
6) Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. | ||||
7) Collaborate and respectively communicate with colleagues and student parents such that students learn mathematics in best ways and at the same time feel happy and safe. Work effectively within teams of their own discipline and multi-disciplinary as well as take individual responsibility when they work alone. | ||||
8) Have awareness of need for life-long learning. Access information and following developments in education, science and technology. Display skills of solving problems related to their field, renew and improve themselves and critically analyze and question their own work. Use information technologies in effective ways. | ||||
9) Use scientific investigation effectively to solve problems in mathematics teaching and learning based on scientific methods. Critically investigate, analyze and make a synthesis of data, and develop solutions to problems based on data and scientific sources. | ||||
10) Exhibit skills of communicating effectively in oral and written Turkish and command of English at least at B2 general level of European Language Portfolio. | ||||
11) Have awareness of and sensitivity to different cultures, values and students’ democratic rights. | ||||
12) Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws. | ||||
13) Demonstrate consciousness and sensitivity towards preserving nature and environment in the process of developing lesson activities. | ||||
14) Display knowledge in national culture and history as well as international cultures and recognize their richness. Have awareness of and participate to developments in society, culture, arts and technology. |
N None | S Supportive | H Highly Related |
Program Outcomes and Competences | Level | Assessed by | |
1) | Apply effective and student-centered specific teaching methods and strategies in order to improve students’ mathematical thinking and problem solving skills. | S | Project |
2) | Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. | H | Project |
3) | Demonstrate knowledge in various areas of mathematics (such as analysis, algebra, linear algebra, geometry, topology, mathematical modeling, statistics and probability, differential equations) and nature of science and mathematics. | S | Exam,Participation,Project |
4) | Display knowledge and skills in developing programs, teaching technologies and materials in order to teach mathematics in effective and meaningful ways based on student needs. | S | Exam,Participation,Project |
5) | Evaluate and assess students’ individual developmental paths, difficulties in understanding mathematics in multiple ways and use assessment results in improving teaching and learning. | S | Exam,Project |
6) | Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. | S | Project |
7) | Collaborate and respectively communicate with colleagues and student parents such that students learn mathematics in best ways and at the same time feel happy and safe. Work effectively within teams of their own discipline and multi-disciplinary as well as take individual responsibility when they work alone. | S | Participation,Presentation,Project |
8) | Have awareness of need for life-long learning. Access information and following developments in education, science and technology. Display skills of solving problems related to their field, renew and improve themselves and critically analyze and question their own work. Use information technologies in effective ways. | S | Participation,Project |
9) | Use scientific investigation effectively to solve problems in mathematics teaching and learning based on scientific methods. Critically investigate, analyze and make a synthesis of data, and develop solutions to problems based on data and scientific sources. | S | HW,Project |
10) | Exhibit skills of communicating effectively in oral and written Turkish and command of English at least at B2 general level of European Language Portfolio. | H | Participation,Presentation,Project |
11) | Have awareness of and sensitivity to different cultures, values and students’ democratic rights. | S | Participation,Project |
12) | Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws. | S | Participation,Project |
13) | Demonstrate consciousness and sensitivity towards preserving nature and environment in the process of developing lesson activities. | N | |
14) | Display knowledge in national culture and history as well as international cultures and recognize their richness. Have awareness of and participate to developments in society, culture, arts and technology. | N |
Prepared by and Date | RUKİYE DİDEM TAYLAN , |
Course Coordinator | BENGİ BİRGİLİ |
Semester | Spring |
Name of Instructor | Asst. Prof. Dr. İBRAHİM BURAK ÖLMEZ |
Week | Subject |
1) | Reading the chapter 2 from the book. Find out the keywords and concepts. Search necessary literature connections and readings. |
2) | Reading the chapter 8 from the book. MEETING ON WEDNESDAY (13:00-16:00) and THURSDAY NORMAL Hours Continue from the previous week if necessary. |
3) | Readings about Number construction |
4) | Reading the chapter 11 from the book. Journal 1 is due (about learning Theories) |
5) | Reading: Benny’s conception of IPI mathematics. CGI mathematics- on strategies for operations. MEETING ON WEDNESDAY (13:00-16:00) and THURSDAY NORMAL Hours |
6) | Reading the chapter 9 from the book. CGI Curriculum: Chapter 1,2, and 3 Journal 2 is due (about Number construction) Project on Manipulatives due (March 19) |
7) | Reading the chapter 4 from the book. MEETING ON WEDNESDAY (13:00-16:00) and THURSDAY NORMAL Hours Presentation on Manipulatives Mid-term Exam (March 23, Thursday). |
8) | Reading the chapter 13 from the book. Preparation of Interview Questions for Final Project |
9) | Reading the chapter 13 from the book. |
10) | Reading the chapter 15 from the book. |
11) | Reading the chapter 16 from the book. |
12) | Reading the chapter 14 from the book. |
13) | Final Project Presentation |
14) | Final Project Presentation |
15) | Final Examination Period |
16) | Final Examination Period |
Required/Recommended Readings | Developing Essential Understanding of Geometry (2013, National Council of Teachers of Mathematics) Developing Essential Understanding of Statistics (2013, National Council of Teachers of Mathematics) Teaching Developmentally by van de Walle National Council of Teachers of Mathematics Journal Readings | ||||||||||||||||||||||||
Teaching Methods | |||||||||||||||||||||||||
Homework and Projects | This course requires students to work continuously on their projects throughout the semester and produce a final product at the end of the semester. Strong reading and writing skills are required to successfully grasp course materials and create lessons as the end product. In addition, working efficiently in groups is important both in and outside the classroom. | ||||||||||||||||||||||||
Laboratory Work | None | ||||||||||||||||||||||||
Computer Use | Computers will be used in pre-class activities and student projects. | ||||||||||||||||||||||||
Other Activities | None | ||||||||||||||||||||||||
Assessment Methods |
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Course Administration |
tayland@mef.edu.tr Academic dishonesty and plagiarism: YOK Disciplinary Regulation |
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 | 1 | 3 | 1 | 70 | ||
Project | 1 | 15 | 2 | 2 | 19 | ||
Midterm(s) | 1 | 12 | 2 | 14 | |||
Total Workload | 103 | ||||||
Total Workload/25 | 4.1 | ||||||
ECTS | 5 |