| School/Faculty/Institute | Faculty of Education | |||||
| Course Code | ELE 304 | |||||
| Course Title in English | Methods of Teachings Mathematics II | |||||
| Course Title in Turkish | Methods of Teachings Mathematics II | |||||
| Language of Instruction | EN | |||||
| Type of Course | Ters-yüz öğrenme | |||||
| Level of Course | Seçiniz | |||||
| Semester | Fall | |||||
| Contact Hours per Week |
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| Estimated Student Workload | 137 hours per semester | |||||
| Number of Credits | 5 ECTS | |||||
| Grading Mode | Standard Letter Grade | |||||
| Pre-requisites |
ELE 303 - Methods of Teaching Mathematics I |
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| Co-requisites | None | |||||
| Expected Prior Knowledge | ELE 303 ( Mathematics Teaching Methods I) | |||||
| Registration Restrictions | None | |||||
| Overall Educational Objective | This course is an extension of Methods of Teaching Mathematics I where prospective teachers learn different teaching methods, curriculum and assessment methods in mathematics education. In this course, prospective teachers will focus on specifically on producing lesson plans, exams, curriculum materials to be used in their field experiences. They will focus on children’s thinking, collaborative learning, learning with problem solving and project-based learning. | |||||
| Course Description | This course will provide opportunities for prospective middle school mathematics teachers to gain the skills to understand and apply the principles of effective mathematics teaching. In the course, special approaches and strategies will be taught to the subjects of mathematics taught in secondary school. In particular, subjects such as lesson planning, question writing, and assessment and evaluation will be examined. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) understand mathematics in schools and the nature of mathematics education; 2) relates, applies and extends mathematics knowledge with secondary school mathematics curricula; 3) apply various teaching techniques in mathematics classrooms; 4) observes, designs, teaches and evaluates student-centered lessons in mathematics; 5) analyzes teaching skills observed in peers and others; 6) Can use appropriate tools and software to create mathematical documents for use in the classroom. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|
| 1) Has a broad understanding of economics with a deep exposure to other social sciences and mathematics. | ||||||
| 2) Demonstrates knowledge and skills in understanding the interactions of different areas of economics. | ||||||
| 3) Displays a sound comprehension of microeconomic and macroeconomic theory. | ||||||
| 4) Applies economic concepts to solve complex problems and enhance decision-making capability. | ||||||
| 5) Uses quantitative techniques to analyze different economic systems. | ||||||
| 6) Applies theoretical knowledge to analyze issues regarding Turkish and global economies. | ||||||
| 7) Demonstrates proficiency in statistical tools and mainstream software programs to process and evaluate economic data. | ||||||
| 8) Behaves according to scientific and ethical values at all stages of economic analysis: data collection, interpretation and dissemination of findings. | ||||||
| 9) Uses written and spoken English effectively (at least CEFR B2 level) to exchange scientific information. | ||||||
| 10) Exhibits individual and professional ethical behavior and social responsibility. | ||||||
| 11) Displays learning skills necessary for further study with a high degree of autonomy |
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Has a broad understanding of economics with a deep exposure to other social sciences and mathematics. | N | |
| 2) | Demonstrates knowledge and skills in understanding the interactions of different areas of economics. | N | |
| 3) | Displays a sound comprehension of microeconomic and macroeconomic theory. | N | |
| 4) | Applies economic concepts to solve complex problems and enhance decision-making capability. | N | |
| 5) | Uses quantitative techniques to analyze different economic systems. | N | |
| 6) | Applies theoretical knowledge to analyze issues regarding Turkish and global economies. | N | |
| 7) | Demonstrates proficiency in statistical tools and mainstream software programs to process and evaluate economic data. | N | |
| 8) | Behaves according to scientific and ethical values at all stages of economic analysis: data collection, interpretation and dissemination of findings. | H | |
| 9) | Uses written and spoken English effectively (at least CEFR B2 level) to exchange scientific information. | H | |
| 10) | Exhibits individual and professional ethical behavior and social responsibility. | H | |
| 11) | Displays learning skills necessary for further study with a high degree of autonomy | H |
| Prepared by and Date | CENGİZ ALACACI , |
| Course Coordinator | BENGİ BİRGİLİ |
| Semester | Fall |
| Name of Instructor | Prof. Dr. RUKİYE DİDEM TAYLAN |
| Week | Subject |
| 1) | Course orientation |
| 2) | Classroom discourse |
| 3) | Classroom discourse |
| 4) | Teaching math to special education and gifted students |
| 5) | Differentiating mathematical tasks |
| 6) | Teaching mathematics using manipulatives Teaching math using technology |
| 7) | Assessment in teaching middle school mathematics, Constructing tests and Alternative assessment. |
| 8) | Homework in middle school mathematics, Assigning and evaluating homework |
| 9) | Teaching math using technology Microteaching (teaching using technology) |
| 10) | Teaching mathematics using literature and art (no microteaching) |
| 11) | Teaching math using history Microteaching (teaching using storytelling) |
| 12) | Take home Midterm |
| 13) | Microteaching (mathematics using art) Presentatations on Teaching |
| 14) | Microteaching (mathematics and history) Presentations on teaching |
| 15) | Final |
| Required/Recommended Readings | Van De Walle, J., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics: teaching developmentally (7th ed.). Boston: Allyn & Bacon. Libr call number: QA135.5 .V335 2001. Alacaci, C.,&Erbas, A.K. (2010). Unpacking the inequality among Turkish schools: Findings from PISA 2006. International Journal of Educational Development. 30(2), 182-192. Alacaci, C. & McDonald, G. (2012). The impact of technology on high school mathematics curriculum. Turkish Journal of Computer and Mathematics Education, 3(1), 21-34. Barger, R.T. (2009). Gifted, Talented and High Achieving. Teaching Children Mathematics, 154-161. Lovin, L., Kyger, M. & Allsopp, (2004). Differentiation for Special Needs Learners. Teaching Children Mathematics, 158-167. McGatha, M.B. & Darcy, P. (2010). Rubrics as formative assessment tools. Mathematics Teaching in the Middle School, 15(6), 328-336. Smith, M.S., Stein, M.K., Arbaugh, F., Brown, C.A., &Mossgrove, J. (2004). Characterizing the cognitive demands of mathematical tasks. In G.W. Bright and R.N. Rubenstein (Eds.), Professional development guidebook for perspectives on the teaching of mathematics (pp ). Reston, VA: NCTM. Wieman, R. &Arbaugh, F. (2014). Making Homework More Meaningful. Mathematics Teaching in the Middle School, 20(3), 160-165. | ||||||||||||||||||
| Teaching Methods | Lecture, class discussions and reflections, in class mictoteaching, writing assignments, field observations and projects. | ||||||||||||||||||
| Homework and Projects | It should be noted that an important base and part of course activities is reading the required textbook. This is an expectation that some students may not be accustomed to, but is essential to thoroughly understanding the course. Students should do assigned pre-class work (such as watching case videos, reading papers and chapters of the textbook) and come to class prepared to discuss and contribute to class deliberations. Also, students are expected to write weekly field observation logs on assigned themes, plan lessons (sometimes collaboratively), enact teaching in class and at field schools and write reflections on these experiences. Students are expected to get engaged in activities that are of benefit to students of the schools that they are placed and document and report on these activities. | ||||||||||||||||||
| Laboratory Work | None | ||||||||||||||||||
| Computer Use | None | ||||||||||||||||||
| Other Activities | Microteaching in the classroom, field school placements, field observations, field teaching. | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
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| 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 | 0 | 4 | 2 | 84 | ||
| Project | 3 | 12 | 36 | ||||
| Midterm(s) | 1 | 4 | 2 | 6 | |||
| Final Examination | 1 | 8 | 3 | 11 | |||
| Total Workload | 137 | ||||||
| Total Workload/25 | 5.5 | ||||||
| ECTS | 5 | ||||||