İÖB705 - MATHEMATICS CURRICULUM DEVELOPMENT IN ELEMENTARY E
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| MATHEMATICS CURRICULUM DEVELOPMENT IN ELEMENTARY E | İÖB705 | Fall | 3 | 0 | 3 | 8 |
| Prequisites | ||||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Discussion Question and Answer Team/Group Work | |||||
| Instructor (s) | Dr. Elif Yetkin Özdemir | |||||
| Course objective | The course aims to provide graduate students develop knowledge about elementary school mathematics programs, trends and issues in current mathematics education, research and applications in mathematics education, and teacher education programs. | |||||
| Learning outcomes |
| |||||
| Course Content | The current elementary mathematics curriculum, current problems and challenges in elementary mathematics education (students? motivation, individual development of mathematical thinking, technologies etc.), classroom discourse, preparing teachers to teach mathematics, inservice mathematics teacher education, assessment in math education, meeting individual student needs (special needs, gender, ethnic and cultural issues) | |||||
| References | Bishop, A. J., Clements, K., Keitel, C., Kilpatrick, J. & Laborde, C. (1996). International Handbook of Mathematics Education. Kluwer Academic Publishers, Netherlands. Brahier, D. J. (2009). Teaching Secondary and Middle School Mathematics. Allyn & Bacon, Boston. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | An historical view of mathematics education and research, suggestions for change |
| Week 2 | Goals and principles of mathematics education |
| Week 3 | The current mathematics curriculum-What is it? What should it be? |
| Week 4 | Current problems and challenges in mathematics education |
| Week 5 | Student motivation |
| Week 6 | Individual mathematical understanding |
| Week 7 | Using technology in mathematics education |
| Week 8 | Assessment in mathematics education |
| Week 9 | Discourse in mathematics classroom |
| Week 10 | Preparing teachers to teach mathematics |
| Week 11 | In-service mathematics teachers education |
| Week 12 | Special needs, gender, ethnic and cultural Issues |
| Week 13 | Individual Presentations (Research Proposals) |
| Week 14 | Individual Presentations (Research Proposals) |
| Week 15 | Preparation for Final Exam |
| Week 16 | Final exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 15 | 10 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 0 | 0 |
| Presentation | 0 | 0 |
| Project | 1 | 20 |
| Seminar | 0 | 0 |
| Midterms | 1 | 20 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 0 | 50 |
| Percentage of final exam contributing grade succes | 0 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 15 | 3 | 45 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 0 | 0 | 0 |
| Presentation / Seminar Preparation | 0 | 0 | 0 |
| Project | 1 | 50 | 50 |
| Homework assignment | 0 | 0 | 0 |
| Midterms (Study duration) | 1 | 60 | 60 |
| Final Exam (Study duration) | 1 | 60 | 60 |
| Total Workload | 18 | 173 | 215 |
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 level science and 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 education (mathematics, science and technology, social sciences, Turkish, literacy etc.). | X | ||||
| 5. Student will be aware of problems related to science and mathematics teachers and primary school teachers; 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 level students? individual differences, primary education program and its content, and program development principles. | X | ||||
| 7. Student follows national and international studies related to science and mathematics teachers and primary school 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