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Course Code: 
EDEM 421
Course Period: 
Autumn
Course Type: 
Core
P: 
2
Credits: 
2
ECTS: 
3
Course Language: 
İngilizce
Course Objectives: 
The main aim of this study is to discuss the importance and the ways of teaching problem solving in mathematics education
Course Content: 
Problem and problem solving, problem types, the importance of teaching problem solving, recent developments in problem solving, strategies in problem solving and the importance of multiple representations in problem solving; examples of problems that can be solved with different strategies, assessment and evaluation of problem solving; definition, process, features and importance of problem construction, classifications and strategies of problem construction, exercises for different problem construction; problem-solving in elementary mathematics curriculum and textbooks; assessment and evaluation of problem construction.

 

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) Defines problem and problem solving 2 1 A, E
2) Exemplifies different strategies in problem solving 1, 2, 3, 4 1, 7 A, E
3) Constructs meaningful problems for students 1, 3 1, 7 A, E
4) Prepares lesson plans for enhancing students’ problem solving abilities 1, 3, 6, 8 3, 4,5 A, H
5) Implements lessons for enhancing students’ problem solving abilities 1, 2, 3, 8 3, 4,5 A, H

 

Course Flow

COURSE CONTENT
Week Topics Study Materials
1 Problem and problem solving  
2 Problem types  
3 The importance of teaching problem solving  
4 Recent developments in problem solving  
5 Strategies in problem solving  
6 Strategies in problem solving  
7 The importance of multiple representations in problem solving  
8 Midterm  
9 Examples of problems that can be solved with different strategies  
10 Assessment and evaluation of problem solving  
11 Definition, process, features and importance of problem construction  
12 Classifications and strategies of problem construction  
13 Exercises for different problem construction  
14 Problem-solving in elementary mathematics curriculum and textbooks; assessment and evaluation of problem construction  

 

Recommended Sources

RESOURCES
Compulsory  
Recommended Course Notes

 

Material Sharing

COURSE MATERIALS 
Documents  
Assignments
  1. Lesson Plan for Problem Solving Practices
  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 2 30
Hours for off-the-classroom study (pre-study, practice) 15 1 15
Midterm 1 5 5
Assignment 2 5 10
Final 1 15 15
Total Workload     75
Total Workload / 25 (hours)     3
ECTS     3