Bilgi Paketi / Ders Kataloğu
| İlköğretim Matematik Öğretmenliği | |||||
| Lisans | Programın Süresi: 4 | Kredi Sayısı: 240 | TYYÇ: 6. Düzey | QF-EHEA: 1. Düzey | EQF: 6. Düzey |
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 | Güz | ||||
| Contact Hours per Week |
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| 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 CompetencesUpon successful completion of the course, the learner is expected to be able to:1) . 2) . 3) . 4) . |
| 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. |
Relation to Program Outcomes and Competences
| 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. | H | Lab,Project |
| 2) | Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. | H | Lab,Participation,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. | H | 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 | Lab,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. | H | Exam,Lab |
| 6) | Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. | H | Participation |
| 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. | H | Participation,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. | H | Participation |
| 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. | H | Exam |
| 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. | S | Participation,Presentation |
| 11) | Have awareness of and sensitivity to different cultures, values and students’ democratic rights. | H | Exam,Participation |
| 12) | Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws. | N | |
| 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. | H | Participation |
| Prepared by and Date | ZELHA TUNÇ , |
| Course Coordinator | BENGİ BİRGİLİ |
| Semester | Güz |
| Name of Instructor | Prof. Dr. ZELHA TUNÇ |
Course Contents
| Hafta | Konu |
| 1) | Matematik öğretimi nedir? |
| 2) | USA ve MEB Standartları |
| 3) | 6. sınıf matematik eğitim programı |
| 4) | Van de Walle Kitabı-Bölüm 1 |
| 5) | Birebir öğretim |
| 6) | Birebir öğretim |
| 7) | Birebir öğretim |
| 8) | Birebir öğretim |
| 9) | Birebir öğretim |
| 10) | Etkili öğretmen soruları |
| 11) | Okul ziyareti |
| 12) | Okul ziyareti |
| 13) | Sınıf öğretimi ziyareti |
| 14) | Sınıf öğretimi ziyareti |
| 15) | Final |
| 16) | Final |
| Required/Recommended Readings | Required 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 Projects | One 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 Work | Teaching one-to-one | |||||||||||||||
| Computer Use | Computers will be used in pre-class activities and student projects. | |||||||||||||||
| Other Activities | School visits. | |||||||||||||||
| Assessment Methods |
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| 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 |
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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 | ||||
| Ders Saati | 3 | 2 | 2 | 2 | 18 | ||
| Uygulama | 3 | 12 | 2 | 42 | |||
| Arazi Çalışması | 4 | 1 | 3 | 16 | |||
| Ödevler | 2 | 12 | 2 | 28 | |||
| Final | 1 | 15 | 2 | 3 | 20 | ||
| Total Workload | 124 | ||||||
| Total Workload/25 | 5.0 | ||||||
| ECTS | 5 | ||||||