| 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 |
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| Estimated Student Workload | 124 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| 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 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 Learning Outcomes and CompetencesUpon 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) Has a broad foundation and intellectual awareness with exposure to mathematics, history, economics, and social sciences | ||||
| 2) Demonstrates knowledge and skills in different functional areas of business (accounting, finance, operations, marketing, strategy, and organization) and an understanding of their interactions within various industry sectors | ||||
| 3) Applies theoretical knowledge as well as creative, analytical, and critical thinking to manage complex technical or professional activities or projects | ||||
| 4) Exhibits an understanding of global, environmental, economic, legal, and regulatory contexts for business sustainability | ||||
| 5) Demonstrates individual and professional ethical behavior and social responsibility | ||||
| 6) Demonstrates responsiveness to ethnic, cultural, and gender diversity values and issues | ||||
| 7) Uses written and spoken English effectively (at least CEFR B2 level) to communicate information, ideas, problems, and solutions | ||||
| 8) Demonstrates skills in data and information acquisition, analysis, interpretation, and reporting | ||||
| 9) Displays computer proficiency to support problem solving and decision-making | ||||
| 10) Demonstrates teamwork, leadership, and entrepreneurial skills | ||||
| 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 foundation and intellectual awareness with exposure to mathematics, history, economics, and social sciences | N | |
| 2) | Demonstrates knowledge and skills in different functional areas of business (accounting, finance, operations, marketing, strategy, and organization) and an understanding of their interactions within various industry sectors | N | |
| 3) | Applies theoretical knowledge as well as creative, analytical, and critical thinking to manage complex technical or professional activities or projects | N | |
| 4) | Exhibits an understanding of global, environmental, economic, legal, and regulatory contexts for business sustainability | N | |
| 5) | Demonstrates individual and professional ethical behavior and social responsibility | N | |
| 6) | Demonstrates responsiveness to ethnic, cultural, and gender diversity values and issues | N | |
| 7) | Uses written and spoken English effectively (at least CEFR B2 level) to communicate information, ideas, problems, and solutions | S | Sunum |
| 8) | Demonstrates skills in data and information acquisition, analysis, interpretation, and reporting | S | Derse Katılım |
| 9) | Displays computer proficiency to support problem solving and decision-making | N | |
| 10) | Demonstrates teamwork, leadership, and entrepreneurial skills | S | Derse Katılım |
| 11) | Displays learning skills necessary for further study with a high degree of autonomy | S | Derse Katılım |
| Prepared by and Date | ZELHA TUNÇ , |
| 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 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 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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| 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 | ||||||