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Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS LME 4003 TEACHING ALGEBRA COMPULSORY 2 0 0 3

Offered By

Mathematics Teacher Education

Level of Course Unit

First Cycle Programmes (Bachelor's Degree)

Course Coordinator

ASSISTANT PROFESSOR ZEKIYE ÖZGÜR

Offered to

Mathematics Teacher Education

Course Objective

By examining and discussing the historical development of algebra and the common student misconceptions and difficulties related to the algebraic topics in the curriculum, this course aims to improve preservice mathematics teachers knowledge and skills of learning and teaching of algebra.

Learning Outcomes of the Course Unit

1   Know the algebraic topics in the curriculum. 2   Know different approaches to teaching algebra. 3   Recognize common student error, misconceptions and learning difficulties related to algebraic topics and know how to overcome those difficulties and misconceptions. 4   Draw on the historical development of algebraic concepts and the daily life examples in teaching as well as to make connections to other disciplines. 5   Uses technology effectively in teaching algebra. 6   Understand how to plan lessons based on students algebraic thinking processes.

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description 1 What is algebra Historical development of algebra 2 What is algebraic thinking Different approaches to the development of algebraic thinking 3 The importance of algebraic thinking in teaching and learning mathematics 4 Algebra in the mathematics curriculum 5 Algebra in the mathematics curriculum 6 An overview of the teaching and learning of algebra 7 Various approaches to teaching algebra 8 Course overview, evaluation, and midterm examination 9 Learning difficulties and misconceptions of students related to algebraic topics 10 Learning difficulties and misconceptions of students related to algebraic topics 11 The use of technology in the teaching and learning of algebra 12 Effective lesson design for teaching algebra 13 Practicing and evaluating the teaching of algebra on select topics 14 Practicing and evaluating the teaching of algebra on select topics 15 Final Exam

Recomended or Required Reading

Baki, A. (2018). Matematiği Öğretme Bilgisi. Ankara: Pegem Akademi. Driscoll. (1999). Fostering algebraic thinking: A guide for teachers grades 6-10. Heinemann. Polya, G. (1957). How to solve it: A new aspect of mathematical Method. (2nd ed.). Princeton, NJ: Princeton University Press.

Planned Learning Activities and Teaching Methods

Lecture, group work, problem solving, and discussion.

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA 1 VZ Midterm 2 FN Semester final exam 3 BNS BNS Student examVZ * 0.40 + Student examFN * 0.60 4 BUT Make-up note 5 BBN End of make-up grade Student examVZ * 0.40 + Student examBUT * 0.60 *** Resit Exam is Not Administered in Institutions Where Resit is not Applicable.

Further Notes About Assessment Methods

None

Assessment Criteria

To be announced.

Language of Instruction

Turkish

Course Policies and Rules

To be announced.

Contact Details for the Lecturer(s)

zekiye.ozgur@deu.edu.tr

Office Hours

To be announced.

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours) Lectures 13 2 26 Preparations before/after weekly lectures 13 2 26 Preparation for midterm exam 1 4 4 Preparation for final exam 1 5 5 Preparing assignments 2 3 6 Preparing presentations 1 4 4 Midterm 1 2 2 Final 1 2 2 TOTAL WORKLOAD (hours) 75

Contribution of Learning Outcomes to Programme Outcomes

PO/LO PO.1 PO.2 PO.3 PO.4 PO.5 PO.6 PO.7 PO.8 PO.9 PO.10 PO.11 PO.12 PO.13 PO.14 PO.15 PO.16 PO.17 PO.18 LO.1 5 5 5 4 5 3 LO.2 4 5 3 LO.3 4 4 3 3 5 3 3 3 LO.4 4 5 5 2 3 4 3 LO.5 3 4 5 LO.6 5 5 4 4 4 4