The content of the course will be composed of overview of teaching and learning methods and strategies, planning learning tasks, and implication of teaching strategies and methods in the class.
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Outcomes | Teaching Methods | Assessment Methods |
| 1) Explains learning theories. | 5, 6 | 1, 3 | A |
| 2) Gives examples about how to implement learning theories in math classes. | 3, 5 | 1, 3 | A |
| 3) Explains teaching methods, strategies and techniques. | 5, 6 | 1, 3 | A |
| 4) Gives examples about how to implement teaching methods, strategies and techniques in math classes. | 5, 6 | 1, 3 | A |
| 5) Develops learning tasks or activities that are aligned with elementary math curriculum. | 3, 7 | 3, 5, 6 | E, G |
| 6) Implements self-developed activities in the class (microteaching). | 6, 7 | 6 | G |
Course Flow
| Week 1 | Introduction |
| Week 2 |
Curriculur Materials
MoNE Elementary Mathematics Curriculum NCTM Standarts |
| Week 3 |
Learning Theories (Behaviorism, Cognitive Theories)
Learning Theories (Constructivism) |
| Week 4 |
Teaching Methods (Exposition)
Teaching Methods (Guided discovery, Investigation) |
| Week 5 |
Design of Instructional Tasks
Planning Assignment 1. Lesson Plan |
| Week 6 | Teaching Strategies (Problem solving, Group work, etc.) |
| Week 7 |
Teaching Strategies (Teaching station, Demonstration, etc.)
Assignment 2. Lesson Plan |
| Week 8 |
Design of Instructional Tasks
Implementing |
| Week 9 |
Using technology in teaching mathematics
Assignment 3. Lesson Plan |
| Week 10 | Critical Evaluation of Lesson Plans |
| Week 11 |
Students’ Difficulties and Misconceptions
Assignment 4. Lesson Plan |
| Week 12 |
Design of Instructional Tasks
Assessment |
| Week 13 | Assignment 5. Microteachings |
| Week 14 | Assignment 5. Microteachings |
| Week 15 | Evaluation of the Course |
Recommended Sources
Van de Walle, J.A., Karp, K.S., & Bay Williams, J.M. (2013). Elementary and middle school mathematics: Teaching developmentally. 8th Edition. Boston: Pearson.
Ministry of Education (MEB) Mathematics and Geometry Curricula For Grades 5-8.
National Council of Teachers of Mathematics (NCTM). (2000). Principles and Standards for School Mathematics
Supplementary Books
Baki, A. (2014). Kuramdan Uygulamaya Matematik Eğitimi. Harf Yayınları
Olkun, S. & Uçar, Z. T. (2014). İlköğretimde Etkinlik Temelli Matematik Öğretimi. Ankara: Eğiten Kitap.
Özmantar, M. F., & Bingölbalı, E. (2009). Etkinlik tasarımı ve temel tasarım prensipleri. E. Bingölbalı, & M. F. Özmantar (Eds.). İlköğretimde karşılaşılan matematiksel zorluklar ve çözüm önerileri. Ankara: Pegem Akademi.
Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2000). Implementing standards-based mathematics instruction. Reston, VA: NCTM.
Material Sharing
| COURSE MATERIALS | |
| Documents | |
| Assignments | |
| Exams | |
Assessment
| Items | Points |
| Lesson Plans | 40 |
| Micro Teaching | 20 |
| Final | 40 |
| Total | 100 |
Course’s Contribution to Program
| No | Program outcomes | Level of contribution | ||||
| 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 | 4 | 60 |
| Hours for off-the-classroom study (pre-study, practice) | 15 | 3 | 45 |
| Assignments | 5 | 5 | 25 |
| Final | 1 | 20 | 20 |
| Total Workload | 150 | ||
| Total Workload / 25 (hours) | 6 | ||
| ECTS | 6 | ||