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 231 | ||||
| Course Title in English | Using Video as a Tool in Teacher Learning | ||||
| Course Title in Turkish | Using Video as a Tool in Teacher Learning | ||||
| 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 | 158 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 Turkish Educational System and School Management Educational Psychology (can be taken at the same time as well) | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To develop professional vision and prepare prospective teachers for teaching profession. | ||||
| Course Description | The students observe exemplary and typical cases of mathematics teaching and learning. They learn how to attend to most significant events in teaching as well as how to interpret them. They also learn how to conduct clinical interviews and how to respond to student thinking. | ||||
| Course Description in Turkish | Öğrenciler, örnek teşkil eden ve tipik matematik öğretme ve öğrenme durumlarını gözlemler. Öğretim anında en önemli olaylara nasıl dahil olacağını ve bu durumları nasıl yorumlanacağını öğrenirler. Ayrıca klinik görüşmelerin nasıl yapılacağını ve öğrenci düşüncesine nasıl cevap verileceğini öğrenirler. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) exhibit professional noticing skills, attending to and interpreting student thinking in meaningful ways; 2) demonstrate reflection skills as teacher candidates; 3) understand fundamentals of conducting clinical interviews and practicing clinical interviews; 4) exhibit reading and writing skills as well as provide feedback. |
| 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. | S | HW,Participation,Project |
| 2) | Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. | S | 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. | S | HW,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. | H | 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 | Project |
| 6) | Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. | S | HW,Participation,Project |
| 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. | S | Participation,Project |
| 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 | Project |
| 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,Project |
| 11) | Have awareness of and sensitivity to different cultures, values and students’ democratic rights. | S | Participation |
| 12) | Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws. | S | Project |
| 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 | RUKİYE DİDEM TAYLAN , |
| Course Coordinator | BENGİ BİRGİLİ |
| Semester | Fall |
| Name of Instructor | Prof. Dr. RUKİYE DİDEM TAYLAN |
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 readings: Driscoll, M. & Moyer, J. (2001). Using students’ work as a lens on algebraic thinking. Mathematics Teaching in the Middle School, 6 (5). Edwards, T.G. (2000). Some big ideas of algebra in middle grades. Mathematics Teaching in the Middle School, 6 (1). Ellemor-Collins, D. & Wright, R. (2008). Assessing student thinking about arithmetic. Teaching Children’s Mathematics, 15 (2). Ginsburg, H. P., & Seo, K. H. (1999). Mathematics in children’s Thinking. In Mathematical Thinking and Learning, Lawrence Erbaum Associates Inc. Hunting, H. P. (1997). Clinical interview methods in mathematics education research and practice. Journal of Mathematical Behavior, 16 (2), 145-165. Merritt, E., Rimm-Kaufman, S., Berry, R., Walkowiak, T., & McCracken, E. (2010). A reflection framework for teaching math. Teaching Children Mathematics, 17(4), 238 –248. Santagata, R. (2010). Learning from teaching: Why analysis abilities are an important component of teacher knowledge. Stigler, J. W., & Hiebert, J. (2009). Closing the teaching gap. Phi Delta Kappan, 91(3), 32–37. Van Es, E., Stockero, S. L., Sherin, M.G., van Zoest, L.R., Dyer, E. (2015). Making the most of teacher self-captured video. Mathematics Teacher Educator, 4 (1). Recommended readings: Mateas,V. (2016). Debunking myths about the Standards for Mathematical Practice. Mathematics Teaching in Middle School, 22 (2). Karp, K.S., Bush, S.B., & Dougherty, B. J. (2015). 12 Math Rules that expire in the middle grades. Mathematics Teaching in Middle School. Website resources: You will be asked to use the following websites frequently, especially the first one. Try to get familiar with the interface and resources. Create an account for free. TIMSS video study webpage: http://www.timssvideo.com/videos/Mathematics Teaching Channel webpage: https://www.teachingchannel.org/videos/number-talks-for-assessments | |||||||||||||||||||||
| 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 knowledge through classroom discussion. Students will access key course content individually 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 assume responsibility of their own learning, and study core content before class. Students will be required to view different types of video materials related to teaching and learning and asked to provide reflections based on their own knowledge as learners and referencing the readings. Students will be asked to post their comments on the online discussion forums via blackboard ad provide feedback to their peers as well as react to readings or video materials. It is important that feedback is given in a constructive, thoughtful and professional manner. Students are expected to watch the relevant week’s video/audio before attending the class, and track their progress toward fulfilling the requirements of the course. Students will be asked to actively participate in their own learning by videotaping their clinical interviews and assessing their own progress. It is important that clinical interviews are conducted in a professional manner. | |||||||||||||||||||||
| Homework and Projects | Clinical Interview Final Project. Details to be announced. Online Reflections through Blackboard. Details to be announced. Watching Assigned Video Material and Doing Readings Assigned Each Week. Self-explanatory. Don’t forget to take notes for your own learning. Submitting Article Summary Pay attention to the following when you are asked to submit a summary: Did you provide the main ideas from the text considering everything written? (You should) Did you include your own personal opinion? (You should not take a stance or provide your comments) 3. Did you use authors’ words in your own text? (You should use your own words, otherwise you are doing plagiarism) Flipped video on summarizing: http://academics.smcvt.edu/cbauer-ramazani/AEP/EN104/summary.htm | |||||||||||||||||||||
| Laboratory Work | None | |||||||||||||||||||||
| Computer Use | None | |||||||||||||||||||||
| Other Activities | None | |||||||||||||||||||||
| Assessment Methods |
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| Course Administration |
tayland@mef.edu.tr +90 212 395 36 23 Asst. Prof. Dr. Rukiye Didem Taylan Office: 5th Floor Office Phone: +90 212 395 36 23 E-mail Address: tayland@mef.edu.tr Class Hours: Monday 15:30 – 16:50 pm (A108) Wednesday 16:30 - 17:50 pm (A108) Office Hours: Wednesday 10:00 am – 11:00 am You are encouraged to take advantage of instructor office hours for help with coursework or anything else connected with the course and your progress. Please feel free to communicate your concerns whenever you get stuck on anything that I may help. Your ideas, comments, suggestions, questions are also welcome. Grading Policies: Attendance will be taken strictly during the semester. Failing to attend to four courses will result in one full grade drop in your final grade. After four cases of absence every absence will deduct half a grade from your final grade. Academic Dishonesty/Misbehavior: Any activity that tends to compromise the academic integrity of MEF University or subvert the education process. Students who commit or assist in committing dishonest acts such as cheating, fabrication, and plagiarism are subject to downgrading (to a failing grade for the test, or other course-related activity/assignment, or for the entire course) and/or additional sanctions as described in the Student Code of Conduct at MEF University. 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 | 2 | 3 | 2 | 98 | ||
| Project | 5 | 5 | 2 | 5 | 60 | ||
| Total Workload | 158 | ||||||
| Total Workload/25 | 6.3 | ||||||
| ECTS | 5 | ||||||