Task-based Mathematics Instruction

Course Code:

EDEM 346

Course Period:

Spring

Course Type:

Core

P:

3

Credits:

3

ECTS:

7

Course Language:

İngilizce

Course Objectives:

The aim of the course is to design mathematical tasks in line of task design approaches. The tasks will be implemented in an elementary school or as microteaching and then evaluated.

Course Content:

In this course, definition of a task and elements of task design will be discussed. The participants will be asked to develop and implement different mathematical tasks for middle school students. They will be also asked to evaluate the effectiveness of the task and make necessary modifications in their tasks.

Course Methodology:

1. Lecture 2. Case study 3. Discussion 4. Demonstration 5. Group work 6. Microteaching 7. Problem solving

Course Evaluation Methods:

A. Supply type B. Multiple-choice test C. Incomplete D. True-False E. Oral exam F. Portfolio G. Performance type H. Report

Vertical Tabs

Course Learning Outcomes

Learning Outcomes		Program Outcomes	Teaching Methods	Assessment Methods
1	Explains student-centered teaching strategies.	4, 6	1, 3	A, E
2	Describes tasks and elements of task design.	4, 6	1, 3, 4	A, E
3	Develops mathematical tasks to support students’ mathematical understanding.	3, 4, 5, 6, 7	3, 5	E, G
4	Implements the tasks in a classroom setting.	5, 6, 7	5, 6	G
5	Evaluates task implementation process and revises the tasks to increase the effectiveness.	8	3	H

Course Flow

Weeks	Course Topics	Reading/links	Assignment
1	Student-centered teaching strategies
2	What is a task? Task design models
3	Elements of task design
4	Cognitive demand of tasks
5	Sample tasks for the 5th grade mathematics courses		Assignment 1
6	Sample tasks for the 6th grade mathematics courses
7	Sample tasks for the 7th grade mathematics courses		Assignment 2
8	Sample tasks for the 8th grade mathematics courses
9	Implementation of self-developed tasks for 5th graders and discussion		Assignment 3
10	Implementation of self-developed tasks for 6th graders at school
11	Implementation of self-developed tasks for 7th graders at school		Assignment 4
12	Implementation of self-developed tasks for 8th graders at school
13	Evaluation of in-class implementations		Reflection paper
14	Course evaluation
	FINAL EXAM

Recommended Sources

Ministry of National Education (MEB) Mathematics Curricula for Grades 5-8.
Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2000). Implementing standards-based mathematics instruction. Reston, VA. NCTM.
Y. Dede, M. F. Doğan, & F. Aslan-Tutak (2020) Matematik eğitiminde etkinlikler ve uygulamaları. Ankara: Pegem Akademi
Other readings will be available on YULEARN.

Material Sharing

COURSE MATERIALS
Documents
Assignments
Exams	Midterm and final exams

Assessment

Items	Points
Assignments	70
Final	30
Total	100

Course’s Contribution to Program

No	Program outcomes	Level of contribution
No	Program outcomes	1	2	3	4	5
1	Knows historical, cultural and scientific developments of the mathematical and geometrical concepts covered in elementary school mathematics curriculum.				X
2	Applies fundamental mathematical and geometric concepts into other disciplines and real life situations.				X
3	Applies mathematical processes (e.g. problem solving, proving theorems, etc.) into given cases accurately.					X
4	Plans for teaching mathematics in line with the elementary school mathematics curriculum’s vision, philosophy and goals.					X
5	Uses teaching strategies and techniques that are appropriate for students’ age, grade level, individual differences and readiness level.					X
6	Determines and applies appropriate strategies and materials to foster and evaluate students’ mathematical thinking skills.					X
7	Uses and develops appropriate resources and materials to teach mathematics.					X
8	Monitors students’ learning process, development and achievement and assesses them by using appropriate assessment tools.					X
9	Improves professional knowledge by following recent issues in mathematics education.			X
10	Contributes to the development of mathematics education by doing scientific research.	X

ECTS

ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION
*Activities*	*Quantity*	Duration (Hour)	*Total Workload (Hour)*
Course hours (including the exam week: 15 x total course)	15	3	45
Hours for off-the-classroom study (pre-study, practice)	15	2	30
Assignments	5	15	75
Final Exam	1	15	15
Total Workload			165
Total Workload / 25 (hours)			6.6
ECTS			7

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