MEA607 - MATHEMA.S CURRICULUM IN TURKEY and IN THE WORLD
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| MATHEMA.S CURRICULUM IN TURKEY and IN THE WORLD | MEA607 | Any Semester/Year | 3 | 0 | 3 | 8 |
| Prequisites | None | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Discussion Question and Answer Team/Group Work Preparing and/or Presenting Reports | |||||
| Instructor (s) | Department Lecturer | |||||
| Course objective | The main purpose of the course is to inform students about middle school curriculum in Turkey. Students are expected to know about main issues and problems faced with the stakeholders (students, teachers, researchers, politicians, etc.) during the design and implementation of school mathematics curriculums. | |||||
| Learning outcomes |
| |||||
| Course Content | ? General purposes of curriculum ? Stakeholders related to curriculum ? Historical developments of middle school math curriculum ? Mathematics curriculum in Turkey and in the world | |||||
| References | Blair, R. (2006). Beyond crossroads: Implementing mathematics standards in the first two years of college. Memphis, TN: American Mathematical Association of Two Year Colleges.Remillard, J. T., Herbel-Eisenmann, B., & Lloyd, G. (2009). Mathematics teachers at work. New York: Routledge. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Main purposes of school mathematics curriculum |
| Week 2 | Historical developments of school math curriculum in Turkey |
| Week 3 | Historical developments of school math curriculum in the World |
| Week 4 | Models for school mathematics curriculum |
| Week 5 | Pre-kindergarten and elementary school mathematics curriculum |
| Week 6 | Middle school mathematics curriculum |
| Week 7 | Research on school math curriculum-II |
| Week 8 | Research on school math curriculum-II |
| Week 9 | Midterm |
| Week 10 | Middle school math curriculum and its implementations |
| Week 11 | School math curriculum and teacher education |
| Week 12 | School math curriculum and equity |
| Week 13 | Project Presentation |
| Week 14 | Project Presentation |
| Week 15 | Preparation for Final Exam |
| Week 16 | Final exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | ||
| Laboratory | ||
| Application | ||
| Field activities | ||
| Specific practical training | ||
| Assignments | ||
| Presentation | ||
| Project | ||
| Seminar | ||
| Midterms | ||
| Final exam | ||
| Total | ||
| Percentage of semester activities contributing grade succes | ||
| Percentage of final exam contributing grade succes | ||
| Total | ||
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 0 | ||
| Laboratory | 0 | ||
| Application | 0 | ||
| Specific practical training | 0 | ||
| Field activities | 0 | ||
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 0 | ||
| Presentation / Seminar Preparation | 0 | ||
| Project | 0 | ||
| Homework assignment | 0 | ||
| Midterms (Study duration) | 0 | ||
| Final Exam (Study duration) | 0 | ||
| Total Workload | 0 | 0 | 0 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Student has basic knowledge and skill of subject and pedagogical areas. | X | ||||
| 2. . Student recognizes problems related to primary and middle level mathematics areas and develops suggestions and solutions for those problems. | X | ||||
| 3. Students has knowledge related to scientific research methods and techniques. | X | ||||
| 4. Student can perform quantitative and qualitative research related to primary and middle mathematics education. | X | ||||
| 5. Student will be aware of problems related to mathematics teachers in the level of primary and middle school; plans a scientific research, and use data analysis techniques for developing solutions | X | ||||
| 6. Student develops the best education strategies, methods, and techniques, teaching materials, and the most effective measurement and evaluation techniques by considering primary and middle level students, individual differences, primary and middle education program and its content, and program development principles. | X | ||||
| 7. Student follows national and international studies related to mathematics teachers and perform comparative studies. | X | ||||
| 8. Student has effective communication skills. | X | ||||
| 9. Student has scientific and professional ethic values and awareness. | X | ||||
| 10. Student gains lifelong learning behavior and comprehension. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest