Information Package / Course Catalogue
| Elementary Mathematics Education | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Education | |||||
| Course Code | ELE 202 | |||||
| Course Title in English | Foundations of Teaching Numbers, Operations and Algebra | |||||
| Course Title in Turkish | Foundations of Teaching Numbers, Operations and Algebra | |||||
| Language of Instruction | EN | |||||
| Type of Course | Lecture | |||||
| Level of Course | Introductory | |||||
| 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 |
ELE 101 - Introduction to Mathematics Teaching | ELE 102 - Introduction to Mathematics Teaching EDS 101 - Introduction to Educational Sciences |
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| 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 young learners construct concepts of number, fractions, operations and algebra. | |||||
| Course Description | . | |||||
| Course Description in Turkish |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) Understand how children construct whole numbers 2) Understand how children construct operations 3) Understand how children construct algebra 4) Understand what is necessary developmentally for children to build these concepts and understand the relationship among these concepts 5) Show research efforts to improve teaching/learning which is in relation to understandings of these psychological constructs 6) Reflect on their own experiences in written and verbal forms. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|
| 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 | HW,Project |
| 2) | Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. | H | HW,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 | HW,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 | HW,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 |
| 6) | Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. | N | |
| 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. | N | |
| 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 |
| 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. | N | |
| 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. | N |
| Prepared by and Date | ZELHA TUNÇ , |
| Course Coordinator | BENGİ BİRGİLİ |
| Semester | Spring |
| Name of Instructor | Prof. Dr. ZELHA TUNÇ |
Course Contents
| 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 | 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 access key Probability and Statistics content individually 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 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 | Project on Manipulatives : Interview with the mathematics chair or teacher about Mathematics Manipulatives: You will be conducting an interview with an identified school mathematics department chair. You should record this interview (either voice or camera). Prepare about 10 questions, share with the course instructor before you use it at the interview. Your questions should be related to the use of the manipulatives. You need to identify what types of manipulatives there are at the school related to teaching numbers, fractions, operations and algebra. You can also observe how a teacher uses the focused manipulatives. You should write a report of 2-pages (12 points, Times New Roman, 1 inch- margin from all sides) and attach the pictures or videos of the manipulatives. Your report should include the answers to the questions and half a page of analysis about what you think about the usage of the manipulatives- benefits and disadvantages. Midterm: You will have an open ended and multiple choice exam related to the ideas, approaches discussed in the readings and classroom discussions. It is important that you come prepared to the class by reading the assignments, answer questions ahead of time, and participate the discussions in the classroom actively. Final Project: You will interview two students about their number and fraction concepts. You need to get permission from the parents. For number focus: students should be first or second grade. For fraction focus: students should be 5th or 6th grade. The interview should be around 15 minutes each. You should prepare questions before conducting the interview and share them in the class. Question preparation will be as a group but conducting interview (camera recorded) and then analysis will be individually graded. | |||||||||||||||||||||
| Laboratory Work | None | |||||||||||||||||||||
| Computer Use | Computers will be used in pre-class activities and student projects. | |||||||||||||||||||||
| Other Activities | . | |||||||||||||||||||||
| Assessment Methods |
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| Course Administration |
tuncz@mef.edu.tr 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 | ||||
| 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 | ||||||