• HOME
• ABOUT US
  • Name Address
  • General Description
  • Governance
  • Academic Calendar
  • Degree Programmes
  • List of Programmes in English
  • General Admission and Registration Procedures
  • Credit Mobility and Recognition of Prior Learning
  • ECTS Credit Allocation
  • Academic Guidance
  • Contacts
• Degree Programmes
  • Third Cycle Programmes (Doctorate Degree)
  • Second Cycle Programmes (Master's Degree)
  • First Cycle Programmes (Bachelor's Degree)
  • Short Cycle Programmes (Associate's Degree)
• GENERAL INFORMATION FOR STUDENTS
  • Cost of Living
  • Accommodation
  • Meals
  • Medical Facilities
  • Facilities for Disabled Students
  • Insurance
  • Financial Supports
  • Student Affairs Office
  • Practical Information for International Students
  • Language Courses
  • Work Placement Possibilities
  • Sports, Social and Cultural Facilities
  • Student Associations and Clubs
  • About İzmir - Turkey
• INTERNATIONAL RELATIONS
  • International Relations Office
  • Registration Procedures
  • Agreements
  • Coordinators
  • Documents
  • List of Programmes in English
  • ECTS / DS Labels

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS ELECTIVE

Offered By

Primary Mathematics Teacher Education

Level of Course Unit

Second Cycle Programmes (Master's Degree)

Course Coordinator

PROFESSOR DOCTOR ELIF TÜRNÜKLÜ

Offered to

Primary Mathematics Teacher Education

Course Objective

Have information about important mathematical learning theories and evaluate them.

Learning Outcomes of the Course Unit

1   Know some key concepts of learning 2   Know some theories which are important in mathematics learning 3   Evaluate the learning theories weaknesses and strengths

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description 1 Historical developments of learning approaches in maths education 2 Constructivism (basic concepts) 3 Cognitive constructivism 4 Socio-cultural constructivism 5 Radical constructivism 6 Investigation of some researchers learning theories in mathematics education (Piaget) 7 Investigation of some researchers learning theories in mathematics education (Vygotsky) 8 Presantation of work 9 Investigation of some researchers learning theories in mathematics education (Bruner) 10 Investigation of some researchers learning theories in mathematics education (Skemp) 11 Some important key concepts in learning mathematics (sccaffolding) 12 Some important key concepts in learning mathematics (meta-cognition) 13 Some important key concepts in learning mathematics (self-regulation). 14 Searching some articles on learning mathematics 15 Final exam( presentation)

Recomended or Required Reading

Gauvain, M.ve Cole,M. (1997). Readings on the Development of Children, London: Freeman Pub. Ernest, P. (1991).The Philosophy of Mathematics Education, London: The Farmer Press. Skemp, R. (1993). The Philosophy ofLearning Mathematics, London: Penguen boks. Steffe, L., Nesher, P., Cobb, P. (1996). Theories of Mathematical Learning. London.

Planned Learning Activities and Teaching Methods

Lecture and presentations.

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

Further Notes About Assessment Methods

None

Assessment Criteria

To be announced.

Language of Instruction

Turkish

Course Policies and Rules

Seventy percent of the course is obligatory to attend.

Contact Details for the Lecturer(s)

elif.turnuklu@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 4 56 Preparing assignments 1 20 20 Preparing presentations 1 25 25 Preparing presentations 8 6 48 Project Assignment 1 1 1 Task-end progress evaluation (TEPE) 1 1 1 TOTAL WORKLOAD (hours) 193

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 LO.1 3 2 4 4 5 5 LO.2 3 2 4 4 2 5 4 LO.3 3 2 4 4 2 5 4