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Course Code: 
EDEM 411
Course Period: 
Autumn
Course Type: 
Core
P: 
2
Credits: 
2
ECTS: 
3
Course Language: 
İngilizce
Course Coordinator: 
Course Objectives: 
The main aim of this study is to examine misconceptions associated with different mathematics concepts and to discuss contemporary teaching strategies to overcome these misconceptions.
Course Content: 

Mathematical error, difficulty and misconception; types of misconceptions, mathematical concepts and common misconceptions associated with these concepts; inquiry techniques that reveal the thinking process of elementary school students; suggesting solution proposals for conceptual misconceptions according to the characteristics of the concepts and the individual differences of the students.

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 misconception 2 1 A, E
2) Exemplifies common misconceptions associated with different mathematics concepts 1, 2, 3, 4 1, 7 A, E
3) Implements inquiry techniques that reveal the thinking process of elementary school students 1, 3 1, 7 A, E
4) Suggests solution proposals for conceptual misconceptions 1, 3, 6, 8 3, 4,5  A, H
5) Prepares lesson plans for overcoming misconceptions 1, 2, 3, 8 3, 4,5  A, H

Course Flow

 

COURSE CONTENT
Week Topics Study Materials
1 Mathematical error, difficulty and misconception  
2 Mathematical error, difficulty and misconception  
3 Types of misconceptions  
4 Types of misconceptions  
5 Mathematical concepts and common misconceptions associated with these concepts  
6 Mathematical concepts and common misconceptions associated with these concepts  
7 Mathematical concepts and common misconceptions associated with these concepts  
8 Midterm   
9 Inquiry techniques that reveal the thinking process of elementary school students  
10 Inquiry techniques that reveal the thinking process of elementary school students  
11 Inquiry techniques that reveal the thinking process of elementary school students  
12 Solution proposals for conceptual misconceptions according to the characteristics of the concepts and the individual differences of the students  
13 Solution proposals for conceptual misconceptions according to the characteristics of the concepts and the individual differences of the students  
14 Solution proposals for conceptual misconceptions according to the characteristics of the concepts and the individual differences of the students  

Recommended Sources

 

RESOURCES
Compulsory  
Recommended Course Notes

Material Sharing

 

COURSE MATERIALS 
Documents  
Assignments
  1. Lesson Plan for determining and overcoming misconceptions
  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 Has in-depth knowledge about elementary school mathematics contents         X
2 Knows historical, cultural and scientific developments of the mathematical concepts covered in elementary school mathematics curriculum         X
3 Applies fundamental mathematical 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 teaching process in line with the elementary 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 X        
8 Uses and develops appropriate resources and materials to teach mathematics         X
9 Knows and uses recent technologies in mathematics education.       X  
10 Monitors students’ learning process, development and achievement and assesses them by using appropriate assessment tools       X  
11 Improves professional knowledge by following recent issues in mathematics education     X    
12 Contributes to the development of mathematics education by doing scientific research X        
13 Knows the philosophy, principles, rules and regulations of Turkish Education System 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