The analyze of the development of mathematics and geometry teaching processes within The Turkish Educational System; the approaches used in development of mathematics and geometry curricula; focus objectives and structure of learning and sub-learning fields; distributions of major and minor topics, and use of field terminology.
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Outcomes | Teaching Methods | Assessment Methods |
|
12 | 1, 3, 7 | A, G |
|
5, 12 | 1, 3, 7 | A, G |
|
5 | 1, 3, 7 | A, G |
|
2, 5, 12 | 1, 3, 7 | A, G |
|
3, 5,12 | 1, 3, 7 | A, G |
|
1, 5 | 1, 3, 7 | A, G |
Course Flow
| Week | Topics | Study Materials |
| 1 |
Introduction
Information About the Turkish Educational System |
Ministry Of National Education (MEB), Mathematics and Geometry Curricula |
| 2 | A Brief Comparison of Philosophies Underlying Development of Mathematics Curriculum | MEB Mathematics and Geometry Curricula |
| 3 |
Vision of Mathematics Curriculum
Approaches Conveyed in Mathematics and Geometry Curricula |
MEB Mathematics and Geometry Curricula |
| 4 | Mathematical Skills: Problem Solving, Connection, Communication, Modeling, Mathematical Thinking | MEB Mathematics and Geometry Curricula |
| 5 | Teaching and Assessment Approaches of Secondary Mathematics Curriculum | MEB Institutions of Secondary Regulation and Assessment |
| 6 | Analysis of 9th Grade Mathematics Curriculum | 9th Grade Mathematics Curriculum |
| 7 | Analysis of 10th Grade Mathematics Curriculum | 10th Grade Mathematics Curriculum |
| 8 | Analysis of 11th Grade Mathematics Curriculum | 11th Grade Mathematics Curriculum |
| 9 | Analysis of 12th Grade Mathematics Curriculum | 12th Grade Mathematics Curriculum |
| 10 | Analysis of 9th Grade Geometry Curriculum | 9th Grade Geometry Curriculum |
| 11 | Analysis of 10th Grade Geometry Curriculum | 10th Grade Geometry Curriculum |
| 12 | Analysis of 11th Grade Geometry Curriculum | 11th Grade Geometry Curriculum |
| 13 | Analysis of 12th Grade Geometry Curriculum | 12th Grade Geometry Curriculum |
| 14 | Analysis of Prep Class Mathematics Curriculum |
Recommended Sources
| Compulsory | Instructor’s notes |
| Recommended |
TTK ilkokul, Ortaokul ve Lise Mevzuatları (2013)
MEB Lise Matematik Programı (2013) TTK, Ortaöğretim Mevzuatı. TTK, İlköğretim Mevzuatı, MEB, İlköğretim Matematik Programı MEB, Ortaöğretim Matematik Programı MEB Ortaöğretim Geometri Programı National Education Statistics Formal Education Türk Eğitim Tarihi, (M.Ö. 1000-M.S. 2012); Prof. Dr. Yahya Akyüz |
Material Sharing
| Documents |
Sample videos, and worksheets which will be used in-class activities
Course notes and ppt presentations are prepared by the instructor and if necessary, additional materials will be sent via e-mail. |
| Assignments |
Mid Term 1:
The comparisons of the structure of 9th – 12th grade Math and Geometry curricula ( learning fields, chapters, major and minor topics and related durations, number of objectives) Mid Term 2: Applications of 9th – 12th grade Math and Geometry curricula |
| Exams |
Assessment
| IN-TERM STUDIES | Quantity | Percentage |
| Midterm | 2 | 40 |
| Quiz | ||
| Final | 1 | 60 |
| Assignment | ||
| Total | 100 | |
| Contribution of Final Exam to Overall Grade | 60 | |
| Contribution of In-term Studies to Overall Grade | 40 | |
| Total | 100 |
| TYPE OF THE COURSE | Mastery / Content Courses |
Course’s Contribution to Program
| No | Program Outcomes | Level of contribution | ||||
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Has in-depth knowledge about secondary school mathematics and geometry contents | X | ||||
| 2 | Knows historical, cultural and scientific developments of the mathematical and geometrical concepts covered in secondary school mathematics and geometry curriculum | X | ||||
| 3 | Applies fundamental mathematical and geometric concepts into other disciplines and real life situations | X | ||||
| 4 | Applies mathematical processes such as problem solving and proving into given cases correctly | X | ||||
| 5 | Plans mathematics and geometry teaching process in line with the secondary school curriculum’s vision, philosophy and goals | X | ||||
| 6 | Uses teaching strategies and techniques that are appropriate for students’ age, grade level, individual differences and readiness level | X | ||||
| 7 | Establishes learning environments that encourages students to learn mathematics and geometry | X | ||||
| 8 | Uses and develop appropriate resources and materials to teach mathematics and geometry | X | ||||
| 9 | Monitors students’ learning process, development and achievement and assesses them by using appropriate assessment tools. | X | ||||
| 10 | Improves professional knowledge by following recent issues in mathematics education | X | ||||
| 11 | Contributes to the development of mathematics education by doing scientific research | X | ||||
| 12 | Knows the philosophy, principles, rules and regulations of Turkish Education System | X | ||||
ECTS
| 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 | 4 | 60 |
| Midterm | 2 | 10 | 20 |
| Quiz | |||
| Assignment | |||
| Final Exam | 1 | 15 | 15 |
| Total Workload | 140 | ||
| Total Workload / 25 (hours) | 5.6 | ||
| ECTS | 6 |