COURSE UNIT TITLE

: TECHNOLOGICAL PEDAGOGICAL AND CONTENCT KNOWLEDGE IN MATHEMATICS EDUCATION

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
FMM 6071 TECHNOLOGICAL PEDAGOGICAL AND CONTENCT KNOWLEDGE IN MATHEMATICS EDUCATION ELECTIVE 3 0 0 10

Offered By

Mathematics Teacher Education

Level of Course Unit

Third Cycle Programmes (Doctorate Degree)

Course Coordinator

ASSOCIATE PROFESSOR AYTEN ERDURAN

Offered to

Mathematics Teacher Education

Course Objective

Knowing the technological, pedagogical, and content knowledge in mathematics education, examining the components of technological, pedagogical, and content knowledge, and improving students ability to reseach and practice about technological, pedagogical, and content knowledge.

Learning Outcomes of the Course Unit

1   Knowing the foundation concepts of technological, pedagogical, and content knowledge
2   Knowing the approaches of technological, pedagogical, and content knowledge
3   Be awaring of the qualitaitve and quantitative research related to technological, pedagogical, and content knowledge
4   Designing materials related to technological, pedagogical, and content knowledge
5   Preparing a lesson plan related to technological, pedagogical, and content knowledge

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Approaches and components of technological, pedagogical, and content knowledge
2 Approaches and limitations of technological, pedagogical, and content knowledge
3 Technological, pedagogical, and content knowledge in Mathematics Education
4 Analyzing Quantitative Research related to Technological, pedagogical, and content knowledge in Mathematics Education
5 Analyzing Quantitative Research related to Technological, pedagogical, and content knowledge in Mathematics Education
6 Analyzing Qualitative Research related to Technological, pedagogical, and content knowledge in Mathematics Education
7 Analyzing Qualitative Research related to Technological, pedagogical, and content knowledge in Mathematics Education
8 Course overview, evaluation and Midterm exam.
9 Designing Materials related to Technological, pedagogical, and content knowledge in Mathematics Education
10 Designing Materials related to Technological, pedagogical, and content knowledge in Mathematics Education
11 Preparing Lesson Plan related to Technological, pedagogical, and content knowledge in Mathematics Education
12 Application of Lesson-Plans
13 Observing the application of Lesson-Plans
14 Report the Lesson Plans
15 Final exam.

Recomended or Required Reading

Abbitt, J. T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143.

Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168.

Harris, J.B. & Hofer, M.J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers' curriculum-based, technology-related instructional planning. Journal of Research onTechnology in Education, 43(3), 211-229.

Hollebrands, K. & Lee, H., (2008). Preparing to teach mathematics with technology: An integrated approach to developing technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 8(4), 326-341.

Jang, S.-J. & Tsai, M.-F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers & Education, 59(2), 327-338.

Jang, S. J. & Tsai, M. F. (2013). Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model. Australasian Journal of Educational Technology, 29(4).

Koehler, M. J., Mishra, P., (2005). What happens when teachers design educational technology The development of technological pedagogical content knowledge. J. Educational Computing Research, 32(2), 131 152.

Planned Learning Activities and Teaching Methods

Lecture, Discussion, Group work

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 MTEG MIDTERM GRADE
2 ASG ASSIGNMENT
3 FCG FINAL COURSE GRADE
4 FCG FINAL COURSE GRADE MTEG * 0.30 +ASG* 0.10 + FCG* 0.60
5 RST RESIT
6 FCGR FINAL COURSE GRADE (RESIT) MTEG * 0.30 + ASG * 0.10 + RST * 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)

ayten.ceylan@deu.edu.tr

Office Hours

To be announced.

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 13 3 39
Preparations before/after weekly lectures 13 4 52
Preparation for midterm exam 1 13 13
Preparation for final exam 1 19 19
Preparing assignments 2 40 80
Preparing presentations 2 20 40
Final 1 2 2
Midterm 1 2 2
TOTAL WORKLOAD (hours) 247

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12PO.13PO.14
LO.1534222
LO.25344333
LO.35344
LO.453334
LO.554444444444555