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Course Code: 
EDEM 313
Course Period: 
Autumn
Course Type: 
Core
P: 
3
Credits: 
3
ECTS: 
4
Course Language: 
İngilizce
Course Objectives: 
The main aim of this study is to examine basic geometry concepts and discuss contemporary teaching strategies to teach these concepts.
Course Content: 
Van Hiele's levels of thinking; basic geometric concepts, geometric structures, geometric objects; congruence and similarity; transformation geometry, projections, patterns and tessellations, fractals; Pythagorean theorem; teaching the nature of measurement and the concept of time, length, area, volume and angle measurement (organizing course content - using appropriate teaching materials and strategies, etc.); student knowledge about these subjects (understanding and interpretation of students’ thinking, difficulties, mistakes and misconceptions); the relationship of these subjects with daily life and other lessons.

 

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 the importance of geometry in mathematics teaching 2 1 A, E
2) Defines geometric structures 1, 2, 3, 4 1, 7 A, E
3) Explains the meaning of basic geometry concepts 1, 3 1, 7 A, E
4) Prepares lesson plans for teaching geometry 1, 3, 6, 8 3, 4,5 A, H
5) Exemplifies daily life application of geometry 1, 2, 3, 8 3, 4,5 A, H

 

Course Flow

COURSE CONTENT
Week Topics Study Materials
1 Van Hiele's levels of thinking  
2 Basic geometric concepts, geometric structures, geometric objects;  
3 Congruence and similarity  
4 Transformation geometry, projections,  
5 Patterns and tessellations, fractals  
6 Pythagorean theorem;  
7 Measurement and the concept of time, length, area, volume and angle measurement  
8 Midterm  
9 Teaching geometry  
10 Teaching basic concepts about geometry  
11 Misconceptions about geometry  
12 Relationship of geometry with daily life and other lessons  
13 Manipulatives for teaching geometry  
14 Teaching strategies for teaching geometry  

 

Recommended Sources

RESOURCES
Compulsory Van de Walle, J.A., Karp, K.S., & Bay Williams, J.M. (2013). Elementary and middle school mathematics: Teaching developmentally. 8th Edition. Boston: Pearson.
Recommended Course Notes

 

Material Sharing

COURSE MATERIALS 
Documents  
Assignments
  1. Lesson Plan for teaching geometry
  2. Implementing this Lesson Plan in a classroom
Exams Midterm and final exams

 

Assessment

ASSESSMENT
IN-TERM STUDIES Quantity Percentage
Midterm 1 30
Final 1 40
Assignment 2 30
Total   100
Contribution of Final Exam to Overall Grade   40
Contribution of In-term Studies to Overall Grade   60
Total   100

 

Course’s Contribution to Program

COURSE CONTRIBUTION TO PROGRAM OUTCOMES
No Program Outcomes Level of contribution
1 2 3 4 5
1 Knows historical, cultural and scientific developments of the mathematical 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 mathematics teaching process in line with the elementary school 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 Applies mathematical processes (e.g. problem solving, proving theorems, etc.) into given cases accurately. 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 1 15
Midterm 1 5 5
Assignment 2 10 20
Final 1 15 15
Total Workload     100
Total Workload / 25 (hours)     4
ECTS     4