| School/Faculty/Institute | Faculty of Education | ||||
| Course Code | ELE 103 | ||||
| Course Title in English | Introduction to Mathematics Teaching | ||||
| Course Title in Turkish | Introduction to Mathematics Teaching | ||||
| Language of Instruction | EN | ||||
| Type of Course | Fieldwork | ||||
| Level of Course | Başlangıç | ||||
| Semester | Fall | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 296 hours per semester | ||||
| Number of Credits | 6 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Co-requisites | None | ||||
| Expected Prior Knowledge | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To understand how to be a mathematics teacher in teaching profession and to validate national and international mathematics curriculum offered in public and private middle schools. | ||||
| Course Description | This course is an introduction to mathematics teaching profession. We will discuss what constitutes teaching mathematics in different school settings including public and private as well as schools that follow national and international curriculum. You will have many readings related to each component of the goal, you will keep a journal log related to the discussions. We will have chances to enter in real mathematics classrooms in middle schools. Students will participate in small group teaching and your journal logs and Final assignment will be based on this experience. There will be 9-week teaching experience at Ayazağa Middle school 6- E class. Pre-service teachers will be paired with two or three 6th graders to study mathematics. For this experience they will be part of a group that plans the lesson, student handouts, and flipped classroom videos to be shared with the whole ELE 103 class (Flipped Classroom Teaching Project, 46 points). Students will have 4 mathematics classroom visits where they observe mathematics teaching and learning (MEF National and International School, Darüşşafaka Schools). There will be write-ups about those worth 20 points. They will also have meeting with our distinguished visitor, Ms. Meltem Ceylan (Academic Coordinator of Darüşşafaka Middle School), who chose to be mathematics teacher after having many different experiences. 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 where they will have discussion and reflection at the university |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) understand the dynamics of being a mathematics teacher 2) analyze how to prepare a classroom environment for successful teaching in different school environments 3) assess the needs of middle school students and design a program for those students in need with the supervision of the course instructor and Ayazağa Middle School Mathematics Teacher 4) contribute to the research efforts to improve teaching/learning in the collaborated middle school classroom 5) reflect on one’s 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. |
| 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,Homework,Derse Katılım |
| 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 | Derse Katılım |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | Homework,Derse Katılım |
| 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,Homework |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Exam,Homework |
| Prepared by and Date | ZELHA TUNÇ , June 2018 |
| Course Coordinator | BENGİ BİRGİLİ |
| Semester | Fall |
| Name of Instructor | Prof. Dr. ZELHA TUNÇ |
| 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 Chapter 1 and 2: ‘Being Middle School Teacher’ • Journal 1 • Readings |
| 3) | Professionalism Tutoring- Grade 6 MEB Mathematics Book Chapter 3: ‘Being Middle School Teacher’ Ayazağa M.S. • Journal 2 • Readings • Video preparation |
| 4) | One to one Teaching Ayazağa Middle School Chapter 4: ‘Being Middle School Teacher’ • Video preparation • Readings |
| 5) | One to one Teaching Ayazağa Middle School Chapter 5: ‘Being Middle School Teacher’ • Journal 3 • Video preparation • Readings |
| 6) | One to one Teaching, Ayazağa Middle School Chapter 6: ‘Being Middle School Teacher’ • Video preparation • Readings |
| 7) | One to one Teaching - teacher questioning -Article (The Importance, Nature and Impact of Teacher Questions) Ayazağa Middle School • Video preparation • Readings |
| 8) | Tentative-Darüşşafaka Schools Visit http://neokusamneolsam.org/kisiler?id=55 http://tedxtalks.ted.com/video/Gelece%C4%9Fi-Yakalamak-%7C-Meltem-Cey;search%3Atag%3A Write-up 1 |
| 9) | One to one Teaching Ayazağa Middle School • Video preparation or Write Up 2 |
| 10) | MEF Schools/Classroom teaching visits. National and International. • Video preparation or Write Up 2 |
| 11) | MEF Schools/Classroom teaching visits. National or International. • Write-up 3 |
| 12) | Ayazağa School-Wrap-up And Preparation for Finals |
| 13) | Ayazağa School-Wrap-up And Preparation for Finals |
| 14) | One to one Teaching Ayazağa Middle School • Write-up 4. |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | NCTM Standards/Common Core Standards and MEB Curriculum US Standards and MEB Curriculum Chapter 1 and 2: ‘Being Middle School Teacher’ Grade 6 MEB Mathematics Book Chapter 3: ‘Being Middle School Teacher’ Chapter 4: ‘Being Middle School Teacher’ Chapter 5: ‘Being Middle School Teacher’ Chapter 6: ‘Being Middle School Teacher’ Article (The Importance, Nature and Impact of Teacher Questions) | ||||||||||||||||||
| Teaching Methods | • Flipped Classroom model will be used while teaching Internship I. • Students will access key journals related with effective teaching strategies and questioningindividually or in small groups prior to class time, generate their questions, underline the points that they find most difficult or hardly understand, and then meet face-to-face in the larger group with similar misunderstandings to explore content through active learning and engagement strategies. • Students will take the responsibility of their own learning, and study core content/mathematics curriculum 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 the teacher candidates will gain opportunity to prepare their own assignments by using flipped learning approach. | ||||||||||||||||||
| Homework and Projects | Observation& Reflection Journals and 3 School visit write-ups 1) Keeping journal (It is important to submit your weekly journal every Friday before or at 5:00pm 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? 2) 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? | ||||||||||||||||||
| Laboratory Work | None | ||||||||||||||||||
| Computer Use | Computers will be used in pre-class activities and student projects (flipped video). | ||||||||||||||||||
| Other Activities | Tutoring with middle school students in practice schools (one to one teaching) School visits | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
tuncz@mef.edu.tr 212 395 36 25 Office Hours: by appointment |
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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 | 2 | 3 | 2 | 98 | ||
| Project | 9 | 16 | 3 | 3 | 198 | ||
| Total Workload | 296 | ||||||
| Total Workload/25 | 11.8 | ||||||
| ECTS | 6 | ||||||