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 |
ECTS Course Information Package
| School/Faculty/Institute | Faculty of Education | |||||||||||||
| Course Code | ELE 303 | |||||||||||||
| Course Title in English | Methods of Teaching Mathematics I | |||||||||||||
| Course Title in Turkish | Methods of Teaching Mathematics I | |||||||||||||
| Language of Instruction | EN | |||||||||||||
| Type of Course | Flipped Classroom | |||||||||||||
| Level of Course | Introductory | |||||||||||||
| 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 202 - Foundations of Teaching Numbers, Operations and Algebra | ELE 206 - Foundations of Teaching Numbers, Operations and Algebra ELE 204 - Foundations of Teaching Geometry, Probability and Statistics | ELE 208 - Foundations of Teaching Geometry, Probability and Statistics EDS 206 - Instructional Technology and Material Design |
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| Co-requisites | None | |||||||||||||
| Expected Prior Knowledge | ELE 206 (Sayı, İşlem ve Cebir Öğretiminin Temelleri) ELE 208 (Geometri, Olasılık ve İstatistik Öğretiminin Temelleri) EDS 206 (Öğretim Teknolojisi ve Materyal Tasarımı) | |||||||||||||
| Registration Restrictions | None | |||||||||||||
| Overall Educational Objective | To understand the principles and skills of effective mathematics teaching | |||||||||||||
| 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, issues such as problem solving training, lesson planning, and effective use of question-answer methods in the classroom will be examined. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) To apply effective and student-centered specific learning methods and strategies to improve student's mathematical thinking and problem-solving abilities. 2) Designing a syllabus based on how the student learns mathematics and the student's difficulties in learning mathematics. 3) Demonstrate knowledge of various fields of mathematics (analysis, algebra, linear algebra, geometry, topology, mathematical modeling, statistics and probability, differential equations, etc.) and the nature of science and mathematics. 4) Demonstrate knowledge and skills in developing curriculum, instructional technology and materials to teach mathematics effectively and meaningfully according to students' needs. 5) Assessing and assessing students' individual paths of development, their difficulties in understanding mathematics in different ways, and using the results of the assessment to improve teaching and learning. 6) To have information about the social, cultural, economic and cognitive differences of the students and to plan the lessons and activities based on this awareness. 7) Collaborating and communicating with colleagues and parents of students so that students learn mathematics in the best possible way and feel happy and secure at the same time. Working effectively in self-disciplined and multi-disciplinary teams, as well as taking individual responsibility when working alone. 8) To have the awareness of the necessity of lifelong learning. Accessing information and following developments in education, science and technology. Demonstrate problem-solving skills related to the field, renew and develop themselves, critically analyze and question their own work. Using information technologies effectively. 9) To use scientific research effectively to solve problems based on scientific methods in mathematics teaching and learning. Critically researching, analyzing and synthesizing data and developing solutions to problems based on data and scientific sources. 10) To have the ability to communicate effectively in oral and written Turkish and to have a command of at least B2 level English (in the European Language Portfolio). 11) To have awareness and sensitivity about different cultures, values and democratic rights of students. 12) Demonstrate ethical and professional responsibilities. Gains knowledge about national and universal sensitivities expressed in the Basic Laws of National Education. 13) To show awareness and sensitivity towards protecting nature and the environment in the process of developing course activities. 14) Showing knowledge and recognizing their richness in national culture and history as well as in international cultures. To learn about and participate in developments in society, culture, art and technology. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 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 | Participation,Presentation |
| 2) | Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. | H | Select,Participation |
| 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. | S | HW |
| 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. | H | HW |
| 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 | HW,Presentation |
| 6) | Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. | S | 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 |
| 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. | S | HW,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. | N | |
| 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 | BENGİ BİRGİLİ , |
| Course Coordinator | BENGİ BİRGİLİ |
| Semester | Fall |
| Name of Instructor | Prof. Dr. RUKİYE DİDEM TAYLAN |
Course Contents
| Week | Subject |
| 1) | Introduction to the course syllabus |
| 2) | Nature of mathematics and mathematics education |
| 3) | Understanding mathematics: procedural and conceptual knowledge |
| 4) | Effective teaching Teaching for balance between procedural and conceptual knowledge |
| 5) | Planning for mathematics instruction |
| 6) | Classroom discourse |
| 7) | Questioning: Effective questioning in mathematics instruction |
| 8) | Tutoring and one to one teaching |
| 9) | Teaching through open ended problems in mathematics |
| 10) | Midterm |
| 11) | Teaching in small groups: Cooperative learning |
| 12) | Teaching for real world applications in mathematics, teaching using projects |
| 13) | Using video: Teaching reflection presentations by using vide |
| 14) | In retrospect: Principles of effective teaching in middle school mathematics |
| 15) | Final |
| 16) | 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. Artzt, Alice, (2003). How to use cooperative learning in the mathematics class, Reston, VA: NCTM. Libr call number: QA16 .A78 2003 | ||||||||||||||||||
| Teaching Methods | Microteaching in the classroom, field school placements, field observations, field teaching. | ||||||||||||||||||
| Homework and Projects | It should be noted that a significant part of the course activities requires reading the required textbook. This is an expectation that some students may not be used to, but so that they can fully understand the lesson. Students should do pre-lesson work (watch case videos, read textbooks and chapters of the textbook) and come to class prepared to discuss and contribute to class discussions. In addition, students are expected to write weekly field observation diaries on identified themes, plan lessons (sometimes collaboratively), teach in the classroom and at field schools, and write reflections on these experiences. Students are expected to engage in activities that will benefit the students of the schools they are placed in, and to document and report 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 |
tayland@mef.edu.tr |
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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 | 2 | 2 | 1 | 70 | ||
| Homework Assignments | 4 | 10 | 1 | 1 | 48 | ||
| Midterm(s) | 1 | 5 | 2 | 7 | |||
| Final Examination | 1 | 10 | 2 | 12 | |||
| Total Workload | 137 | ||||||
| Total Workload/25 | 5.5 | ||||||
| ECTS | 5 | ||||||