BAŞKENT UNIVERSITY INSTITUTE OF EDUCATIONAL SCIENCES MASTER S PROGRAM IN ELEMENTARY SCHOOL MATHEMATICS EDUCATION REQUIRING THESIS


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1 BAŞKENT UNIVERSITY INSTITUTE OF EDUCATIONAL SCIENCES MASTER S PROGRAM IN ELEMENTARY SCHOOL MATHEMATICS EDUCATION REQUIRING THESIS INFORMATION ABOUT THE PROGRAM General Description: The program prepares elementary mathematics teachers to address critical issues in mathematics education by developing analytical perspectives for research, engaging in reflective teaching, and developing mathematical knowledge. In addition to the required courses, the program offers courses related with teaching profession, area of specialization, culture and practice in the field. Students can also take elective courses. Main Research areas: Elementary Mathematics Teaching, Teaching Elementary Mathematics Literature, Educational Sciences Brief description of physical facilities at the department: The students can benefit from the library and computer laboratories of the university PROGRAM GENERAL QUALIFICATIONS To be able to support students understandings and developments considering the social and cultural differences. To be able to participate willingly to develop her/himself and her/his institution as being open to new information and ideas. To be able to encourage students participation in planning, applicating, managing and evaluating the steps of the teaching and learning process. To be able to construct a cultural and scientific center in the school neighbourhood with the participation of the parents and the society by considering the natural, sociocultural and economical qualifications of the school environment. To be able to apply the basic values and principles of the educational system and approaches, aims, goals and methods of the specific field of the teaching program. To be able to act appropriate to the legislations which describes the mission, rights and responsibilities which belong to his/her profession as an individual. To be able to use his/her conceptual and procedural knowledge related with
2 numbers, geometry, measurement, probability and statistics in interrelated applications, mathematical applications and mathematics teaching applications. To be able to use information technologies in mathematics and mathematics teaching courses. To be able to plan lessons for students with special needs. To be able to develop positive attitude for life long learning To be able to base teaching practise on the principles and aims of Turkish National Education To be able to provide students develop positive attitute for mathematics. To be able to practice acquired skills of problemsolving, reasoning, communication, and connections in their mathematics and mathematics method courses. To be able to use mathematical language accurately in their mathematics courses and in planning learning and teaching process. To be able to plan learning and teaching process according to the mathematics teaching principles and individual, cultural, social differences and students needs. To be able to use teaching strategies and methods effectively in plannig the learning and teaching process. To be able to adopt developments, and renewals in mathematics education program into mathematics teaching activities. To be able to design and choose appropriate tools, instruments and materials for mathematics subjects and teaching process. To be able to constructs models and find solutions for the problems of mathematics and other discplines. To be able to assess mathematics improvements using different assesment techniques. To be able to have knowledge for the nature of mathematics and the history of mathematics. Learning Outcomes: At the end of the program, the students will be able to  Conduct different targets oriented scientific studies in Mathematics Teaching,  Apply and evaluate innovative and contemporary approaches about Mathematics Teaching as a branch of science,  Participate into the national and international academic studies on Teaching and Learning Mathematics,  Work as an academician, a teacher, and an educational program designer in various institutions.
3 Grading scheme and if available, grade distribution guidance Grading scheme Baskent University Grade System 4.0 A A 3.7 A A 3.3 B+ B 3.0 B B 2.7 B B 2.3 C+ C 2.0 C C 0.0 F F Grade Points Approximate Grade Distribution Guidance ECTS Grade A Percentage.10 B.20 C.25 D.20 E.15 F.10 Graduation Requirements: ETCS Grade The Master program in Elementary Mathematics Teaching consists of two parts; courses and thesis. During the first two semesters, the students are supposed to take 9 courses (24 credits) successfully. From the beginning of third semester, the students are supposed to start studying for their thesis, which will be written in Turkish, under the guidance of thesis advisor that Institute Of Educational Sciences and the Department of Elementary Education will appoint. Apart from the compulsory courses, the 3 elective courses that the students will take will be determined by the Department of Turkish Language Education and the thesis advisor.
4 I. SEMESTER COURSES Course Code Course Name T A K C/E ECTS MTE 601 Selected Topics in Mathematics C 8 MTE 607 Mathematics Learning and Teaching C 8 Elective I E 8 Elective II E 6 Semester Credit: 12 ECTS Credit: 30 II. SEMESTER COURSES Course Code Course Name T A K C/E ECTS MTE 600 Seminar C 6 MTE 602 Selected Topics in Mathematics II C 6 MTE 608 Recent Developments in Mathematics C 6 EĞT 602 Research Methods in Education C 6 Seçmeli IV E 6 III. SEMESTER Semester Credit: 12 ECTS Credit: 30 Course Code Course Name T A K C/E ECTS MTE 699 Thesis C 30 IV. YARIYIL Course Code Course Name T A K C/E ECTS MTE 699 Thesis C 30 Total Credit: 24 Total ECTS Credit: 120 FIRST SEMESTER
5 MATHEMATICS COURSES Course Code Course Name T U K Z/S ECTS MTE 601 Selected Topics in Mathematics I Z 8 MTE 605 Special Transformations and Functions S 8  Mathematical Structures S 8 MATHEMATICS EDUCATION COURSES MTE 607 Mathematics Learning and Teaching Z 8 MTE 609 Computer Assisted Mathematics Education I S 6 MTE 611 Mathematical Modeling S 6 MTE 613 Common Misconceptions in Elementary Mathematics and Solution Suggestions S 6 PEDAGOGIC STUDY EĞT 601 Educational Administration S 6 EĞT 603 Educational Statistics S 6 EĞT 605 Academic Writing Skills S 6 EĞT 607 ELearning S 6 EĞT 609 Critical Thinking Skills and Development Methods S 6 EĞT 611 Curriculum Development and Assessment in S 6 Elementary Education EĞT 613 Qualitative Research Methods in Education S 6 EĞT 615 Historical Development and Philosophy of S 6 Mathematics Education 2 compulsory, 2 elective courses (One elective couse should be chosen from Mathematics Courses, the other Elective course can be chosen either from Mathematics Education courses or from Pedagogic Study ) SECOND SEMESTER MATHEMATICS COURSES Course Code Course Name T U K Z/S ECTS MTE 602 Selected Topics in Mathematics II Z 6 MTE 604 Complex Vector Analysis S 6 MTE 606 Computer Applied Numerical Analysis S 6 MATHEMATICS EDUCATION COURSES MTE 600 Seminar Z 6 MTE 608 Recent Developments in Mathematics Education Z 6 MTE 610 ComputerAssisted Mathematics Education II S 6 MTE 612 Psychology of Mathematics Learning S 6 MTE 614 Use of Technology in Teaching Mathematics S 6 PEDAGOGIC STUDY EĞT 602 Research Methods in Education Z 6 EĞT 606 Planning of Instructional Technologies S 6
6 EĞT 608 Web Based Instructional Design S 6 EĞT 610 Drama in Education S 6 EĞT 612 Quality in School Administration S 6 EĞT 614 Elementary Mathematics Curriculum S 6 4 compulsory, 1 elective courses (The Elective course can be chosen either from Mathematics Courses, or from Mathematics Education Courses, or from Pedagogic Study) THIRD SEMESTER Course Code Course Name T U K Z/S ECTS MTE 699 Thesis Z 30 FOURTH SEMESTER Course Code Course Name T U K Z/S ECTS MTE 699 Thesis Z 30 TOTAL CREDITS: 24
7 FIRST SEMESTER MATHEMATICS COURSES
8 C o u r s e N a m e C o u r s e C o d e S e m e s t e r T h e o r y + P r a c t i c e ( H o u r s ) E C T S Selected Topics in Mathematics I MTE C o u r s e L a n g u a g e K i n d o f C o u r s e L e v e l o f C o u r s e Turkish Compulsory Master T e a c h i n g S t a f f O u t p u t o f t h e c o u r s e At the end of this course, the students will be able:  To be able to discover the important subjects within mathematics.  To be able to make connections between mathematical subjects.  To be able to understand the selected topics in mathematics. M e t h o d o f D e l i v e r y P r e r e q u i s i t e S u g g e s t e d c o u r s e s This course includes only face to face meetings. None There are no courses related to this course. C o u r s e C o n t e n t W e e k Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 R e f e r e n c e s T e a c h i n g t e c h n i q u e s a n d m e t h o d s T o p i c s Conceptual knowledge on the chosen mathematics topics Conceptual knowledge on the chosen mathematics topics Conceptual knowledge on the chosen mathematics topics Procedural knowledge on the chosen mathematics topics Procedural knowledge on the chosen mathematics topics Procedural knowledge on the chosen mathematics topics Theorems and proofs on the chosen mathematics topics Theorems and proofs on the chosen mathematics topics Theorems and proofs on the chosen mathematics topics Theorems and proofs on the chosen mathematics topics Applications on the chosen mathematics topics Applications on the chosen mathematics topics Applications on the chosen mathematics topics Applications on the chosen mathematics topics Holt, Michael.1973 Mathematics in a changing world, New York, Walker Lecture (60 %) Project or fieldwork; (40 %) I n t e r n s h i p / I m p l e m e n t a t i o n Not applicable for this course. E v a l u a t i o n m e t h o d s a n d p a s s c r i t e r i a
9 Q u a n t i t y O V e r a l l O u t p u t ( % ) Midterm 1 40 Homework 0 0 Attendance and participating online tools 0 0 Projects 0 0 Practice 0 0 Quiz 0 0 Sum (%) 40 Semester output to success (%) 40 Final output to success (%) 60 Sum (%) 100
10 C o u r s e N a m e C o u r s e C o d e S e m e s t e r T h e o r y + P r a c t i c e ( H o u r s ) E C T S Mathematical Structures MTE C o u r s e L a n g u a g e K i n d o f C o u r s e L e v e l o f C o u r s e Turkish Elective Master T e a c h i n g S t a f f O u t p u t o f t h e c o u r s e At the end of this course, the students will be able:  To be able to recognize the concepts as group, ring, ideal, field and integral domain.  To be able to understand the definitions of group, ring, ideal, field and integral domain.  To be able to learn the properties of group, ring, ideal, field and integral domain.  To be able to learn the theories about group, ring, ideal, field and integral domain. M e t h o d o f D e l i v e r y P r e r e q u i s i t e S u g g e s t e d c o u r s e s This course includes only face to face meetings. None There are no courses related to this course. C o u r s e C o n t e n t W e e k Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 T o p i c s General Information on Mathematical Structures Properties of and application on the concept of group Properties of and application on the concept of group Properties of and application on the concept of group Properties of and application on the concept of ring Properties of and application on the concept of ring Properties of and application on the concept of ring Midterm Properties of and application on the concept of ideal Properties of and application on the concept of ideal Properties of and application on the concept of field and integral domain Properties of and application on the concept of field and integral domain Properties of and application on the concept of i field and integral domain General Review R e f e r e n c e s Goodman, Frederick M., Algebra: abstract and concrete, Upper Saddle River, N.J. : Prentice Hall, c1998. Isaacs, I. Martin, Algebra, a graduate course, Pacific Grove, Calif. : Brooks/Cole Pub. Co., c1994. T e a c h i n g t e c h n i q u e s a n d m e t h o d s Lecture (40 %) Project or fieldwork; (30 %)
11 other practical activity (30 %) I n t e r n s h i p / I m p l e m e n t a t i o n Not applicable for this course. E v a l u a t i o n m e t h o d s a n d p a s s c r i t e r i a Q u a n t i t y O V e r a l l O u t p u t ( % ) Midterm 1 40 Homework 0 0 Attendance and participating online tools 0 0 Projects 0 0 Practice 0 0 Quiz 0 0 Sum (%) 40 Semester output to success (%) 40 Final output to success (%) 60 Sum (%) 100
12 C o u r s e N a m e C o u r s e C o d e S e m e s t e r T h e o r y + P r a c t i c e ( H o u r s ) E C T S Special Transformations and Functions MTE C o u r s e L a n g u a g e K i n d o f C o u r s e L e v e l o f C o u r s e Turkish Elective Master T e a c h i n g S t a f f O u t p u t o f t h e c o u r s e At the end of this course, the students will be able:  To be able to comprehend special transformations.  To be able to comprehend special functions.  To be able to perceive the fields of application of Orthogonal Polynomials, Gamma and Beta functions, hypergeometric functions, Bessel functions, Laplace and Fourier transforms. M e t h o d o f D e l i v e r y P r e r e q u i s i t e S u g g e s t e d c o u r s e s This course includes only face to face meetings. None There are no courses related to this course. C o u r s e C o n t e n t W e e k Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 T o p i c s Special Transformations and Functions General Information Orthogonal Polynomials Orthogonal Polynomials Gamma and Beta functions Gamma and Beta functions Hypergeometric functions Hypergeometric functions Midterm Bessel functions Bessel functions Laplace and Fourier transforms Laplace and Fourier transforms General Applications General Review R e f e r e n c e s  Carlson, Bille Chandler, Special functions of applied mathematics, New York : Academic Press, T e a c h i n g t e c h n i q u e s a n d m e t h o d s Lecture (40 %) Project or fieldwork; (30 %) Other practical activity (30 %)
13 I n t e r n s h i p / I m p l e m e n t a t i o n Not applicable for this course. E v a l u a t i o n m e t h o d s a n d p a s s c r i t e r i a Q u a n t i t y O V e r a l l O u t p u t ( % ) Midterm 1 40 Homework 0 0 Attendance and participating online tools 0 0 Projects 0 0 Practice 0 0 Quiz 0 0 Sum (%) 40 Semester output to success (%) 40 Final output to success (%) 60 Sum (%) 100
14 MATHEMATICS EDUCATION COURSES
15 C o u r s e N a m e C o u r s e C o d e S e m e s t e r T h e o r y + P r a c t i c e ( H o u r s ) E C T S Mathematics Learning and Teaching MTE C o u r s e L a n g u a g e K i n d o f C o u r s e L e v e l o f C o u r s e Turkish Compulsory Master T e a c h i n g S t a f f O u t p u t o f t h e c o u r s e At the end of this course, the students will be able:  To be able to understand main teaching and learning strategies, methods and techniques.  To be able to comprehend the importance of connection, discovery, constructivism.  To be able to develop mathematical consciousness by conceptual, computational, algebraic and geometric, role of the language and mathematical thinking. M e t h o d o f D e l i v e r y P r e r e q u i s i t e S u g g e s t e d c o u r s e s This course includes only face to face meetings. None There are no courses related to this course. C o u r s e C o n t e n t W e e k Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 R e f e r e n c e s T e a c h i n g t e c h n i q u e s a n d m e t h o d s T o p i c s Mathematics learning: Connection Applications Mathematics learning: discovery Applications Mathematics learning: constructivism Applications General review Midterm Mathematical consciousness Conceptual, computational consciousness algebraic and geometric consciousness Mathematical thinking. General Applications General Review  Matematicheskii institut im. V.A. Steklova., Matematika, ee soderzhanie metody i znachenie., Mathematics, its content, methods, and meaning. Edited by A. D. Aleksandrov, A. N. Kolmogorov [and] M. A. Lavrentev. Translated by S. H. Gould and T. Bartha. Cambridge, Mass., M.I.T. Press [1964, c1963] Lecture (40 %) Project or fieldwork; (30 %)
16 Other practical activity (30 %) I n t e r n s h i p / I m p l e m e n t a t i o n Not applicable for this course. E v a l u a t i o n m e t h o d s a n d p a s s c r i t e r i a Q u a n t i t y O V e r a l l O u t p u t ( % ) Midterm 1 40 Homework 0 0 Attendance and participating online tools 0 0 Projects 0 0 Practice 0 0 Quiz 0 0 Sum (%) 40 Semester output to success (%) 40 Final output to success (%) 60 Sum (%) 100
17 C o u r s e N a m e C o u r s e C o d e S e m e s t e r T h e o r y + P r a c t i c e ( H o u r s ) E C T S Computer Assisted Mathematics Education I MTE C o u r s e L a n g u a g e K i n d o f C o u r s e L e v e l o f C o u r s e Turkish Elective Course Master T e a c h i n g S t a f f O u t p u t o f t h e c o u r s e At the end of this course, the students will be able:  To be able to understand the computer systems which support main teaching and learning strategies, methods and techniques  To be able to comprehend computer algebra systems  To be able to comprehend Maple systems and discover the applications  To be able to integrate computer algebra systems into mathematics learning and teaching.  To be able to learn working and usage of educational computer programs. M e t h o d o f D e l i v e r y P r e r e q u i s i t e S u g g e s t e d c o u r s e s This course includes only face to face meetings. None There are no courses related to this course. C o u r s e C o n t e n t W e e k Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 R e f e r e n c e s T e a c h i n g t e c h n i q u e s a n d m e t h o d s T o p i c s Introduction to computer algebra systems Introduction to Mapple Usage of Mapple Application of Mapple Application of Mapple: Mathematical Application of Mapple: Pedagogical General Review Midterm Mathematics Teaching with Mapple Computer System Mathematics Applications with Mapple Computer System Mathematics Applications with Mapple Computer System Algorithmic processes in mathematics teaching and learning General applications General Review  Shingareva, Inna. Maple and Mathematica : a problem solving approach for mathematics, Wien ; New York : Springer, c2007. Lecture (40 %) Project or fieldwork; (30 %)
18 Other practical activity (30 %) I n t e r n s h i p / I m p l e m e n t a t i o n Not applicable for this course. E v a l u a t i o n m e t h o d s a n d p a s s c r i t e r i a Q u a n t i t y O V e r a l l O u t p u t ( % ) Midterm 1 40 Homework 0 0 Attendance and participating online tools 0 0 Projects 0 0 Practice 0 0 Quiz 0 0 Sum (%) 40 Semester output to success (%) 40 Final output to success (%) 60 Sum (%) 100
19 C o u r s e N a m e C o u r s e C o d e S e m e s t e r T h e o r y + P r a c t i c e ( H o u r s ) E C T S Mathematical Modelling MTE C o u r s e L a n g u a g e K i n d o f C o u r s e L e v e l o f C o u r s e Turkish Elective Master T e a c h i n g S t a f f O u t p u t o f t h e c o u r s e At the end of this course, the students will be able:  To be able to perceive modelling concepts and the relationship between them.  To be able to model the mathematical theorems by additional tools.  To be able to show mathematical concepts by using different models.  To be able to transfer modelling to application level. M e t h o d o f D e l i v e r y P r e r e q u i s i t e S u g g e s t e d c o u r s e s This course includes only face to face meetings. None There are no courses related to this course. C o u r s e C o n t e n t W e e k Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 R e f e r e n c e s T e a c h i n g t e c h n i q u e s a n d m e t h o d s T o p i c s Mathematical Conceptions Mathematical Relations Mathematical Theorems What is Modelling?Mathematical Modelling Modelling by the help of mathematical tools Application General review Midterm Using different models Modelling in Mathematical Concepts Relations between mathematical models Applications in Modelling Applications in Modelling General Review  W. Morgenstern... [et al.], eds., Mathematical modelling with chernobyl registry data : registry and concepts / Berlin ; New York : SpringerVerlag, c1995. Lecture (40 %) Project or fieldwork; (30 %) Other practical activity (30 %)
20 I n t e r n s h i p / I m p l e m e n t a t i o n Not applicable for this course. E v a l u a t i o n m e t h o d s a n d p a s s c r i t e r i a Q u a n t i t y O V e r a l l O u t p u t ( % ) Midterm 1 40 Homework 0 0 Attendance and participating online tools 0 0 Projects 0 0 Practice 0 0 Quiz 0 0 Sum (%) 40 Semester output to success (%) 40 Final output to success (%) 60 Sum (%) 100
21 C o u r s e N a m e C o u r s e C o d e S e m e s t e r T h e o r y + P r a c t i c e ( H o u r s ) E C T S Common Misconceptions in Elementary Mathematics and Solution Suggestions MTE C o u r s e L a n g u a g e K i n d o f C o u r s e L e v e l o f C o u r s e Turkish Elective Master T e a c h i n g S t a f f O u t p u t o f t h e c o u r s e At the end of this course, the students will be able:  To be able to remember and recognize the basic concepts and their properties.  To be able to perceive the frequently seen misconceptions.  To be able to determine the misconceptions by investigating.  To be able to learn the misconceptions in basic concepts that take place in elementary mathematics curriculum and how to overcome the misconceptions. M e t h o d o f D e l i v e r y P r e r e q u i s i t e S u g g e s t e d c o u r s e s This course includes only face to face meetings. None There are no courses related to this course. C o u r s e C o n t e n t W e e k Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 T o p i c s Mathematical Conceptions Mathematical Relations Mathematical Theorems What is Modelling?Mathematical Modelling Modelling by the help of mathematical tools Application General review Midterm Using different models Modelling in Mathematical Concepts Relations between mathematical models Applications in Modelling Applications in Modelling General Review R e f e r e n c e s  Julie Ryan and Julian Willia Ryan, Julie (Julie T.), Children's mathematics 415 : learning from errors and misconceptions, Maidenhead, England : McGrawHill/Open University Press, c2007.
22 T e a c h i n g t e c h n i q u e s a n d m e t h o d s Lecture (40 %) Project or fieldwork; (30 %) Other practical activity (30 %) I n t e r n s h i p / I m p l e m e n t a t i o n Not applicable for this course. E v a l u a t i o n m e t h o d s a n d p a s s c r i t e r i a Q u a n t i t y O V e r a l l O u t p u t ( % ) Midterm 1 40 Homework 0 0 Attendance and participating online tools 0 0 Projects 0 0 Practice 0 0 Quiz 0 0 Sum (%) 40 Semester output to success (%) 40 Final output to success (%) 60 Sum (%) 100
23 PEDAGOGIC STUDY
24 C o u r s e N a m e C o u r s e C o d e S e m e s t e r T h e o r y + P r a c t i c e ( H o u r s ) E C T S Historical Development and Philosophy of Mathematics Education EĞT C o u r s e L a n g u a g e K i n d o f C o u r s e L e v e l o f C o u r s e Turkish Elective Master T e a c h i n g S t a f f O u t p u t o f t h e c o u r s e At the end of this course, the students will be able: Know the historical development of mathematics education Know the reflections of developments in mathematics education on education Know the effects of philosophy schools on mathematics education Comprehend the nature of mathematics and the objectivity of mathematical knowledge Know the relation between the definition of mathematics and its theoretical bases Know the goals of mathematics education, contemporary approaches of mathematics education, problems and researches Know the elementary mathematics curriculum M e t h o d o f D e l i v e r y P r e r e q u i s i t e S u g g e s t e d c o u r s e s This course includes only face to face meetings. None There are no courses related to this course. C o u r s e C o n t e n t W e e k Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 T o p i c s Historical development of mathematics education as a discipline and reflections on education. Effects of philosophy schools on mathematics education Nature of mathematics Objectivity of mathematical knowledge Effects of philosophy schools on philosophy of mathematics Relation between the definition of mathematics and teaching of mathematics and its theoretical principles Relation between the definition of mathematics and teaching of mathematics and its theoretical principles Objectives in mathematics education Contemporary approaches in mathematics education Contemporary approaches in mathematics education Problems and researches in mathematics education Problems and researches in mathematics education Educational philosophy of national mathematics curriculum
25 Week 14 R e f e r e n c e s T e a c h i n g t e c h n i q u e s a n d m e t h o d s Educational philosophy of national mathematics curriculum Alexander, P. & Winne, P., (ed) (2006). Handbook of educational psychology. Mahwah, N.J. : Erlbaum Gutiérrez, A. & Boero, P. (ed.) (2006). Handbook of Research on the Psychology of Mathematics Education: Past, Present and Future. Rotterdam : Sense Publishers Lyn D. (ed.) (2008). Handbook of International Research in Mathematics Education. New York : Routledge (2nd ed.) Group seminars or workshops; (40 %) Project or fieldwork; (30 %) Distance teaching methods; (30 %) I n t e r n s h i p / I m p l e m e n t a t i o n Not applicable for this course. E v a l u a t i o n m e t h o d s a n d p a s s c r i t e r i a Q u a n t i t y O V e r a l l O u t p u t ( % ) Midterm 1 30 Homework 0 0 Attendance and participating online tools 0 0 Projects 0 0 Practice 3 30 Quiz 0 0 Sum (%) 60 Semester output to success (%) 60 Final output to success (%) 40 Sum (%) 100
26 SECOND SEMESTER MATHEMATICS COURSES
27 C o u r s e N a m e C o u r s e C o d e S e m e s t e r T h e o r y + P r a c t i c e ( H o u r s ) E C T S Selected Topics in Mathematics II MTE C o u r s e L a n g u a g e K i n d o f C o u r s e L e v e l o f C o u r s e Turkish Compulsory Master T e a c h i n g S t a f f O u t p u t o f t h e c o u r s e At the end of this course, the students will be able: Know the mathematical concepts Know the theorems and proofs covering the content of the course Have the procedural knowledge covering the content of the course M e t h o d o f D e l i v e r y P r e r e q u i s i t e S u g g e s t e d c o u r s e s This course includes only face to face meetings. None There are no courses related to this course. C o u r s e C o n t e n t W e e k Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 R e f e r e n c e s T e a c h i n g t e c h n i q u e s a n d m e t h o d s T o p i c s Conceptual knowledge on the chosen mathematics topics Conceptual knowledge on the chosen mathematics topics Conceptual knowledge on the chosen mathematics topics Procedural knowledge on the chosen mathematics topics Procedural knowledge on the chosen mathematics topics Procedural knowledge on the chosen mathematics topics Theorems and proofs on the chosen mathematics topics Theorems and proofs on the chosen mathematics topics Theorems and proofs on the chosen mathematics topics Theorems and proofs on the chosen mathematics topics Applications on the chosen mathematics topics Applications on the chosen mathematics topics Applications on the chosen mathematics topics Applications on the chosen mathematics topics Bronshtein, I. N. & Semendyayev, K. A. (2008). Handbook of Mathematics. lectures (60 %) project or fieldwork; (40 %)
28 I n t e r n s h i p / I m p l e m e n t a t i o n Not applicable for this course. E v a l u a t i o n m e t h o d s a n d p a s s c r i t e r i a Q u a n t i t y O V e r a l l O u t p u t ( % ) Midterm 1 40 Homework 0 0 Attendance and participating online tools 0 0 Projects 0 0 Practice 0 0 Quiz 0 0 Sum (%) 60 Semester output to success (%) 60 Final output to success (%) 40 Sum (%) 100
29 C o u r s e N a m e C o u r s e C o d e S e m e s t e r T h e o r y + P r a c t i c e ( H o u r s ) ECTS Complex Vector Analysis MTE C o u r s e L a n g u a g e K i n d o f C o u r s e L e v e l o f C o u r s e Turkish Elective Master T e a c h i n g S t a f f O u t p u t o f t h e c o u r s e At the end of this course, the students will be able: Have the conceptual knowledge covering the content of the course Know the theorems and proofs covering the content of the course Have the procedural knowledge covering the content of the course M e t h o d o f D e l i v e r y P r e r e q u i s i t e S u g g e s t e d c o u r s e s This course includes only face to face meetings. None There are no courses related to this course. C o u r s e C o n t e n t W e e k Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 R e f e r e n c e s Hill T o p i c s Vector analysis Vector analysis Vector analysis Complex variables Complex variables Complex variables Ideal fluids 2D Potential Flow Analytic Mappings Analytic Mappings SchwarzChristoffel Transformations SchwarzChristoffel Transformations 3D Potential Flow 3D Potential Flow Wylie, C. R. & Barrett, C. L. (6th ed.). Advanced Engineering Mathematics.McGraw MilneThomson, (5th ed.). Theoretical Hydrodynamics. Dover Publications Inc. Jeffrey, A. (1992). Complex Analysis and Applications. Boca Raton, FL : CRC Press T e a c h i n g t e c h n i q u e s a n d m e t h o d s lectures (100 %)
30 I n t e r n s h i p / I m p l e m e n t a t i o n Not applicable for this course. E v a l u a t i o n m e t h o d s a n d p a s s c r i t e r i a Q u a n t i t y O V e r a l l O u t p u t ( % ) Midterm 1 40 Homework 0 0 Attendance and participating online tools 0 0 Projects 0 0 Practice 0 0 Quiz 0 0 Sum (%) 60 Semester output to success (%) 60 Final output to success (%) 40 Sum (%) 100
31 C o u r s e N a m e C o u r s e C o d e S e m e s t e r T h e o r y + P r a c t i c e ( H o u r s ) E C T S Computer Applied Numerical Analysis MTE C o u r s e L a n g u a g e K i n d o f C o u r s e L e v e l o f C o u r s e Turkish Elective Master T e a c h i n g S t a f f O u t p u t o f t h e c o u r s e At the end of this course, the students will be able: Know the numerical representations, error types Know the approximate root finding methods Apply the approximate root finding methods Know the interpolation, approximation Apply interpolation, approximation Know numerical differentiation Apply numerical differentiation Know numerical integration Apply numerical integration Know Mathematica Make applications with Mathematica Know Fortran Make applications with Fortran M e t h o d o f D e l i v e r y P r e r e q u i s i t e S u g g e s t e d c o u r s e s This course includes only face to face meetings. None There are no courses related to this course. C o u r s e C o n t e n t W e e k Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 T o p i c s Numerical representation Error types Approximate root finding Interpolation and approximation Interpolation and approximation Numerical differentiation Numerical differentiation Integration Integration Mathematica applications Mathematica applications Fortran applications Fortran applications
32 Week 14 R e f e r e n c e s T e a c h i n g t e c h n i q u e s a n d m e t h o d s Fortran applications Wolfram, S. (1996). The Mathematica Book. Champaign (3rd ed.) Koffman, E. B. (1997). Fortran. AddisonWesley Pub. Co. (5th ed.) lectures (100 %) I n t e r n s h i p / I m p l e m e n t a t i o n Not applicable for this course. E v a l u a t i o n m e t h o d s a n d p a s s c r i t e r i a Q u a n t i t y O V e r a l l O u t p u t ( % ) Midterm 1 40 Homework 0 0 Attendance and participating online tools 0 0 Projects 0 0 Practice 0 0 Quiz 0 0 Sum (%) 40 Semester output to success (%) 40 Final output to success (%) 60 Sum (%) 100
33 MATHEMATICS EDUCATION COURSES
34 C o u r s e N a m e C o u r s e C o d e S e m e s t e r T h e o r y + P r a c t i c e ( H o u r s ) E C T S Recent Developments in Mathematics Education MTE C o u r s e L a n g u a g e K i n d o f C o u r s e L e v e l o f C o u r s e Turkish Compulsory Master T e a c h i n g S t a f f O u t p u t o f t h e c o u r s e At the end of this course, the students will be able: Know recent developments in mathematics education Know development processes of mathematics education Know mathematics teaching and learning processes Know development processes of mathematics teaching and learning Know the place and effects of culture on mathematics education Know the technological developments Know the effects of technological developments on mathematics education M e t h o d o f D e l i v e r y P r e r e q u i s i t e S u g g e s t e d c o u r s e s This course includes only face to face meetings. None There are no courses related to this course. C o u r s e C o n t e n t W e e k Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 R e f e r e n c e s T o p i c s Development of mathematics education Mathematics teaching and learning processes Mathematics teaching and learning processes Place and effects of culture on mathematics education Developments of place and effects of culture on mathematics education Developments of place and effects of culture on mathematics education Effects of technological developments on mathematics education Effects of technological developments on mathematics education Developments of technology in mathematics education Developments of technology in mathematics education Recent developments on mathematics education Recent developments on mathematics education Research on mathematics education Research on mathematics education Alexander, P. & Winne, P., (ed) (2006). Handbook of educational psychology. Mahwah, N.J. : Erlbaum Bishop, A. (2009). Mathematics education : major themes in education. UK: Routledge
35 Greer, B. (2009). Culturally Responsive Mathematics Education. Gutiérrez, A. & Boero, P. (ed.) (2006). Handbook of Research on the Psychology of Mathematics Education : Past, Present and Future. Rotterdam : Sense Publishers Lyn D. (ed.) (2008). Handbook of International Research in Mathematics Education. New York : Routledge (2nd ed.) Watson, A. & Winbou, P., (2008). New Directions for Situated Cognition in Mathematics Education. New York : Springer. T e a c h i n g t e c h n i q u e s a n d m e t h o d s group seminars or workshops; (30 %) project or fieldwork; (40 %) other practical activity; (30 %) I n t e r n s h i p / I m p l e m e n t a t i o n Not applicable for this course. E v a l u a t i o n m e t h o d s a n d p a s s c r i t e r i a Q u a n t i t y O V e r a l l O u t p u t ( % ) Midterm 1 40 Homework 0 0 Attendance and participating online tools 0 0 Projects 0 0 Practice 0 0 Quiz 0 0 Sum (%) 40 Semester output to success (%) 40 Final output to success (%) 60 Sum (%) 100
36 C o u r s e N a m e C o u r s e C o d e S e m e s t e r T h e o r y + P r a c t i c e ( H o u r s ) E C T S ComputerAssisted Mathematics Education II MTE C o u r s e L a n g u a g e K i n d o f C o u r s e L e v e l o f C o u r s e Turkish Elective Master T e a c h i n g S t a f f O u t p u t o f t h e c o u r s e At the end of this course, the students will be able: Know computer algebra systems Make applications on computer algebra systems Make applications of Maple algebra systems appropriate for constructivist mathematics teaching Make models using computer algebra systems Make projects by using computer algebra systems M e t h o d o f D e l i v e r y P r e r e q u i s i t e S u g g e s t e d c o u r s e s This course includes only face to face meetings. None There are no courses related to this course. C o u r s e C o n t e n t W e e k Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 R e f e r e n c e s T o p i c s Computer Algebra Systems Computer Algebra Systems Computer Algebra Systems Computer Algebra Systems in mathematics teaching and learning Computer Algebra Systems in mathematics teaching and learning Constructivist mathematics education in Maple algebra system Constructivist mathematics education in Maple algebra system Models in Computer Algebra Systems Models in Computer Algebra Systems Models in Computer Algebra Systems Projects of Models in Computer Algebra Systems Projects of Models in Computer Algebra Systems Projects of Models in Computer Algebra Systems Projects of Models in Computer Algebra Systems Alexander, P. & Winne, P., (ed) (2006). Handbook of educational psychology. Mahwah, N.J. : Erlbaum Fey, J. T. (2003). Computer Algebra Systems in Secondary School Mathematics Education. Reston, VA : NCTM Gutiérrez, A. & Boero, P. (ed.) (2006). Handbook of Research on the Psychology of
37 Mathematics Education: Past, Present and Future. Rotterdam : Sense Publishers Lyn D. (ed.) (2008). Handbook of International Research in Mathematics Education. New York : Routledge (2nd ed.) T e a c h i n g t e c h n i q u e s a n d m e t h o d s group seminars or workshops; (30 %) project or fieldwork; (40 %) other practical activity; (30 %) I n t e r n s h i p / I m p l e m e n t a t i o n Not applicable for this course. E v a l u a t i o n m e t h o d s a n d p a s s c r i t e r i a Q u a n t i t y O V e r a l l O u t p u t ( % ) Midterm 1 40 Homework 0 0 Attendance and participating online tools 0 0 Projects 0 0 Practice 0 0 Quiz 0 0 Sum (%) 40 Semester output to success (%) 40 Final output to success (%) 60 Sum (%) 100
38 C o u r s e N a m e C o u r s e C o d e S e m e s t e r T h e o r y + P r a c t i c e ( H o u r s ) E C T S Psychology of Mathematics Learning MTE C o u r s e L a n g u a g e K i n d o f C o u r s e L e v e l o f C o u r s e Turkish Elective Master T e a c h i n g S t a f f O u t p u t o f t h e c o u r s e At the end of this course, the students will be able: Comprehend the processes of mathematical concepts Comprehend the development of abstract algebras in students mind Know intuitive and reflective intelligence Comprehend interaction with symbols and concepts Comprehend exploration and understanding Comprehend generalizations Comprehend how some geometric ideas develop M e t h o d o f D e l i v e r y P r e r e q u i s i t e S u g g e s t e d c o u r s e s This course includes only face to face meetings. None There are no courses related to this course. C o u r s e C o n t e n t W e e k Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 R e f e r e n c e s T o p i c s Construction processes of mathematical concepts Construction processes of mathematical concepts Abstract algebras Intuitive and reflective intelligence Interaction with symbols and concepts Exploration and understanding processes Exploration and understanding processes Generalization processes Generalization processes Generalization processes of some geometric ideas Generalization processes of some geometric ideas Researches on mathematics education Researches on mathematics education Researches on mathematics education Alexander, P. & Winne, P., (ed) (2006). Handbook of educational psychology. Mahwah, N.J. : Erlbaum Gutiérrez, A. & Boero, P. (ed.) (2006). Handbook of Research on the Psychology of Mathematics Education : Past, Present and Future. Rotterdam : Sense Publishers
39 Lyn D. (ed.) (2008). Handbook of International Research in Mathematics Education. New York : Routledge (2nd ed.) T e a c h i n g t e c h n i q u e s a n d m e t h o d s group seminars or workshops; (30 %) project or fieldwork; (40 %) other practical activity; (30 %) I n t e r n s h i p / I m p l e m e n t a t i o n Not applicable for this course. E v a l u a t i o n m e t h o d s a n d p a s s c r i t e r i a Q u a n t i t y O V e r a l l O u t p u t ( % ) Midterm 1 40 Homework 0 0 Attendance and participating online tools 0 0 Projects 0 0 Practice 0 0 Quiz 0 0 Sum (%) 40 Semester output to success (%) 40 Final output to success (%) 60 Sum (%) 100
40 C o u r s e N a m e C o u r s e C o d e S e m e s t e r T h e o r y + P r a c t i c e ( H o u r s ) E C T S Use of Technology in Teaching Mathematics MTE C o u r s e L a n g u a g e K i n d o f C o u r s e L e v e l o f C o u r s e Turkish Elective Master T e a c h i n g S t a f f O u t p u t o f t h e c o u r s e At the end of this course, the students will be able: Know the technologies used in mathematics education Know the influences of technology on mathematics teaching and learning Comprehend the roles of teachers and students in technology use in mathematics education Develop technology assisted activities Comprehend the advantages and disadvantages of technology M e t h o d o f D e l i v e r y P r e r e q u i s i t e S u g g e s t e d c o u r s e s This course includes only face to face meetings. None There are no courses related to this course. C o u r s e C o n t e n t W e e k Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 R e f e r e n c e s T o p i c s Introduction to technologies used in mathematics teaching (LOGO, Cabri, Dynamic Geometry) Introduction to technologies used in mathematics teaching (CAS, MAPLE, DERIVE) Introduction to technologies used in mathematics teaching ( Autograph, Grafik Analiz yazılımı, Gizmolar vs.), Influences of technology on mathematics teaching Influences of technology on mathematics teaching Roles of teacher and students of technology use Mediator role of the computer programs Technology assisted activity development Evaluation of benefits and difficulties of the use of technology Researches on technology in mathematics education Researches on technology in mathematics education Projects Projects Projects AACTE Committee on Innovation and Technology (ed.) (2008). Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. New York : Published by Routledge for the American Association of Colleges for Teacher Education
41 Alexander, P. & Winne, P., (ed) (2006). Handbook of educational psychology. Mahwah, N.J. : Erlbaum Fey, J. T. (2003). Computer Algebra Systems in Secondary School Mathematics Education. Reston, VA : NCTM Gutiérrez, A. & Boero, P. (ed.) (2006). Handbook of Research on the Psychology of Mathematics Education : Past, Present and Future. Rotterdam : Sense Publishers Lyn D. (ed.) (2008). Handbook of International Research in Mathematics Education. New York : Routledge (2nd ed.) T e a c h i n g t e c h n i q u e s a n d m e t h o d s Lectures (30 %) Group seminars or workshops; (30 %) Laboratory work; (40 %) I n t e r n s h i p / I m p l e m e n t a t i o n Not applicable for this course. E v a l u a t i o n m e t h o d s a n d p a s s c r i t e r i a Q u a n t i t y O V e r a l l O u t p u t ( % ) Midterm 1 10 Homework 0 0 Attendance and participating online tools 1 30 Projects 1 40 Practice 0 0 Quiz 0 0 Sum (%) 80 Semester output to success (%) 80 Final output to success (%) 20 Sum (%) 100
42 PEDAGOGIC STUDY
43 C o u r s e N a m e C o u r s e C o d e S e m e s t e r T h e o r y + P r a c t i c e ( H o u r s ) E C T S Elementary Mathematics Curriculum EĞT C o u r s e L a n g u a g e K i n d o f C o u r s e L e v e l o f C o u r s e Turkish Elective Master T e a c h i n g S t a f f O u t p u t o f t h e c o u r s e At the end of this course, the students will be able:  To be able to recognize the mathematics textbooks approved by Ministry of National Education.  To be able to understand the properties that the textbooks should include.  To be able to analyze the textbooks which take place in the curriculum.  To be able to comprehend to analyze the textbooks according to the content, language, difficulty levels, format, contribution to meaningful learning and usefulness. M e t h o d o f D e l i v e r y P r e r e q u i s i t e S u g g e s t e d c o u r s e s This course includes only face to face meetings. None There are no courses related to this course. C o u r s e C o n t e n t W e e k Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 R e f e r e n c e s T e a c h i n g t e c h n i q u e s a n d m e t h o d s T o p i c s The textbooks approved by Ministry of National Education General Analysis of Textbooks Methods of General Analysis of Textbooks Analysis of the textbooks according to the content and language Analysis of the textbooks according to the format Analysis of the textbooks according to the levels of the students Analysis of the textbooks according to the usefulness Midterm Analysis of the textbooks according to the contribution to meaningful learning Presentation of projects Presentation of projects Presentation of projects Presentation of projects General Review and Evaluation  Brian Abrahamson, Geometry, Analytic Textbooks, : Notes on plane coordinate geometry. Lectures (30 %) Group seminars or workshops; (30 %)
44 Laboratory work; (40 %) I n t e r n s h i p / I m p l e m e n t a t i o n Not applicable for this course. E v a l u a t i o n m e t h o d s a n d p a s s c r i t e r i a Q u a n t i t y O V e r a l l O u t p u t ( % ) Midterm 1 40 Homework 0 0 Attendance and participating online tools 0 0 Projects 0 0 Practice 0 0 Quiz 0 0 Sum (%) 40 Semester output to success (%) 40 Final output to success (%) 60 Sum (%) 100
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