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Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS IME 6032 NEW APPROACHES IN TRAINING MATHS TEACHERS ELECTIVE 3 0 0 7

Offered By

ELEMENTARY MATHEMATICS TEACHER EDUCATION

Level of Course Unit

Third Cycle Programmes (Doctorate Degree)

Course Coordinator

PROFESSOR DOCTOR ELIF TÜRNÜKLÜ

Offered to

ELEMENTARY MATHEMATICS TEACHER EDUCATION

Course Objective

To teach pre-service mathematics teachers about new approaches

Learning Outcomes of the Course Unit

1   Describe new approaches in teachers training 2   Integrate new approaches to teaching process 3   Design activities that pre-service teachers internalize these integration

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description 1 What are the necessary skills to be a mathematics teacher 2 What are the necessary skills to be a mathematics teacher 3 How are the mathematics teachers skills described recently 4 How are the mathematics teachers skills described recently 5 What are the differences of new approaches according to old approaches 6 What are the differences of new approaches according to old approaches 7 What are the differences of new approaches according to old approaches 8 Presantations 9 What are the benefits of described new approaches in teacher training 10 What are the benefits of described new approaches in teacher training 11 What are the affects of new approaches to teachers pedagogically 12 What are the affects of new approaches to teachers pedagogically 13 How are the learning activities appropriate to the new approaches designed 14 How are the learning activities appropriate to the new approaches designed 15 Students presentations

Recomended or Required Reading

Kovarik, K. (2008) Mathematics Educators and Teachers Perceptions of Pedagogical Content Knowledge, Dissertation at the Columbia University, 2008. Shulman, L. (1986) Those who understand: Knowledge Growth in Teaching. Educational Researcher. Shulman, L. (1987) Knowledge and Teaching: Foundations of the new reform.

Planned Learning Activities and Teaching Methods

Discussion, investigation, and presentation.

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA 1 STT TERM WORK (SEMESTER) 2 FINS FINAL EXAM 3 FCG FINAL COURSE GRADE STT * 0.40 + FINS * 0.60 4 RST RESIT 5 FCGR FINAL COURSE GRADE (RESIT) STT * 0.40 + 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)

To be announced.

Office Hours

To be announced.

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours) Theoretical 14 3 42 Pre Class Self Study 14 3 42 Preparing assignments 1 20 20 Final Preparation 1 25 25 Research Presentation 8 4 32 Final Exam 1 1 1 Project Assignment 1 1 1 TOTAL WORKLOAD (hours) 163

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 LO.1 1 2 2 5 3 2 LO.2 1 2 2 5 3 2 LO.3 1 2 2 5 3 2