COURSE UNIT TITLE

: KNOWLEDGE QUARTET IN ELEMENTARY MATHEMATICS EDUCATION

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
IME 5025 KNOWLEDGE QUARTET IN ELEMENTARY MATHEMATICS EDUCATION ELECTIVE 3 0 0 8

Offered By

Primary Mathematics Teacher Education

Level of Course Unit

Second Cycle Programmes (Master's Degree)

Course Coordinator

ASSOCIATE PROFESSOR SEMIHA KULA ÜNVER

Offered to

Primary Mathematics Teacher Education

Course Objective

The objectives of this course are introduce pedagogical content knowledge which is one of the having knowledge of mathematics teachers, and its components, introduce Knowledge Quartet framework which is for the observation, analysis and development of mathematics teaching, with a focus on teachers subject matter knowledge and pedagogical content knowledge, examine the importance of the framework, units and codes of the framework, and also research s related to Knowledge Quartet , explify the excerpts of real mathematics classroom, give an insight the necessity of this knowledge in terms of effective mathematics teaching and realize the teaching practices in which examine the reflections of pedagogical content knowledge.

Learning Outcomes of the Course Unit

1   To be able to explain the meaning of pedagogical content knowledge. To be able to understand the component of pedagogical content knowledge.
2   To be able to explain mathematical content knowledge.
3   To be able to explain the units of the Knowledge Quartet.
4   To be able to discuss the lessons experts in terms of good or bad examples for units of the Knowledge Quartet.
5   To be able to do original studies about Knowledge Quartet and its reflection to the teaching.

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Examining teachers' knowledge perspectives.
2 Develop an understanding related to the pedagogical content knowledge.
3 Learning the components of pedagogical content knowledge.
4 Discussing the pedagogical content knowledge frameworks developed for realizing effective mathematics teaching
5 Discussing the pedagogical content knowledge frameworks developed for realizing effective mathematics teaching.
6 Introducing Knowledge Quartet Frameworks and its dimensions and codes.
7 Exemplifying Knowledge Quartet s Foundation unit and codes of Foundation by using the lessons' experts.
8 Presentations of assignments
9 Exemplifying Knowledge Quartet s Transformation unit and codes of Transformation by using the lessons' experts.
10 Exemplifying Knowledge Quartet s Connection unit and codes of Connection by using the lessons' experts.
11 Exemplifying Knowledge Quartet s Contingency unit and codes of Contingency by using the lessons' experts.
12 Presenting teaching applications prepared by the doctoral students by reflecting their pedagogical content knowledge and discussing their artifacts.
13 Presenting teaching applications prepared by the doctoral students by reflecting their pedagogical content knowledge and discussing their artifacts.
14 Presenting teaching applications prepared by the doctoral students by reflecting their pedagogical content knowledge and discussing their artifacts.
15 Presentations of assignments

Recomended or Required Reading

Rowland, T. (2009). Developing primary mathematics teaching: Reflecting on practice with the Knowledge Quartet (Vol. 1). Sage.
Rowland, T., Huckstep, P., & Thwaites, A. (2005). Elementary teachers mathematics subject knowledge: The knowledge quartet and the case of Naomi. Journal of Mathematics Teacher Education, 8(3), 255-281.
Rowland, T., Huckstep, P., & Thwaites, A. (2003). The knowledge quartet. Proceedings of the British Society for Research into Learning Mathematics, 23(3), 97-102.
Rowland, T., & Turner, F. (2007). Developing and using the `Knowledge Quartet : A framework for the observation of mathematics teaching. The Mathematics Educator, 10(1), 107-124.
Turner, F., & Rowland, T. (2011). The Knowledge Quartet as an organising framework for developing and deepening teachers mathematics knowledge. In Mathematical knowledge in teaching (pp. 195-212). Springer Netherlands.

Planned Learning Activities and Teaching Methods

Lecture, discussion, question-answer, problem solving, active learning techniques, group work

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 ASG ASSIGNMENT
2 PRS PRESENTATION
3 FCG FINAL COURSE GRADE ASG * 0.50 + PRS * 0.50


*** 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)

semiha.kula@deu.edu.tr

Office Hours

To be announced.

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 14 3 42
Preparations before/after weekly lectures 14 5 70
Preparation for midterm exam 7 2 14
Preparation for final exam 7 2 14
Preparing assignments 14 2 28
Preparing presentations 14 2 28
Final 1 2 2
Midterm 1 2 2
TOTAL WORKLOAD (hours) 200

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12PO.13PO.14PO.15
LO.13555
LO.2344555
LO.333333
LO.433333
LO.535555