COURSE UNIT TITLE

: PEDAGOGICAL CONTENT KNOWLEDGE

DEGREE PROGRAMMES

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
ISÖ 6081 PEDAGOGICAL CONTENT KNOWLEDGE ELECTIVE 3 0 0 8

Offered By

Primary Teacher Education

Level of Course Unit

Third Cycle Programmes (Doctorate Degree)

Course Coordinator

ASSOCIATE PROFESSOR AYSUN NÜKET ELÇI

Offered to

Primary Teacher Education

Course Objective

To introduce field teaching knowledge and its components, which is one of the types of knowledge that mathematics teachers should have, to introduce the field teaching knowledge frameworks put forward to support mathematics teaching, to exemplify with sections taken from real classroom teaching, to reveal the importance of mathematics teaching knowledge in order to achieve effective mathematics teaching and to present mathematics teaching knowledge. The aim is to ensure that prospective teachers implement teaching practices that will support them in reflecting this knowledge into their lessons.

Learning Outcomes of the Course Unit

1   To be able to learn what the knowledge of teaching mathematics is
2   To be able to develop prospective teachers' understanding of the basic components of field teaching knowledge
3   To be able to consider in a reflective manner the frameworks related to the field teaching knowledge required to achieve effective mathematics teaching
4   To be able to discuss the knowledge of teaching mathematics through positive and negative examples taken from the real classroom environment
5   To be able to prepare and present sample applications that will support the reflection of knowledge in mathematics teaching into lessons

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Developing an understanding of the knowledge teachers need to have
2 Develop understanding of teaching knowledge in the field
3 Develop understanding of teaching knowledge in the field
4 Discuss content knowledge frameworks developed for teaching mathematics
5 Discuss content knowledge frameworks developed for teaching mathematics
6 Introducing the Quadrilateral Information Model, its units and components
7 To reveal the codes and requirements of the Quadrilateral Information Model in the context of the Basic Information unit by supporting it with sample applications
8 To reveal the codes and requirements of the Quadruple Knowledge Model in the context of the Relationship Building Knowledge unit by supporting it with sample applications
9 To reveal the codes and requirements of the Quadruple Information Model in the context of the Unexpected Events Information unit by supporting it with sample applications
10 To reveal the codes and requirements of the Quadrilateral Information Model in the context of the Transformation Information unit by supporting it with sample applications
11 Developing exemplary applications that reflect the knowledge of teaching mathematics in teaching, presenting the applications and sharing opinions
12 Developing exemplary applications that reflect the knowledge of teaching mathematics in teaching, presenting the applications and sharing opinions
13 Developing exemplary applications that reflect the knowledge of teaching mathematics in teaching, presenting the applications and sharing opinions
14 Developing exemplary applications that reflect the knowledge of teaching mathematics in teaching, presenting the applications and sharing opinions
15 Final exam

Recomended or Required Reading

1. Altun, M. (2005), Eğitim Fakülteleri ve Ilköğretim Öğretmenleri için Matematik Öğretimi, Alfa Aktüel Akademi.
2. Baki, A. (2015), Kuramdan Uygulamaya Matematik Eğitimi, Ankara: Harf Eğitim Yayıncılığı.
3.Baki, A. (2020). Matematiği Öğretme Bilgisi, Ankara: Harf Yayınları.
4.Baykul, Y. (2012), Ilkokulda Matematik Öğretimi, Ankara: PEGEM Akademi
5. Milli Eğitim Bakanlığı (2018). Matematik dersi öğretim programı (Ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara: MEB Yayınları.
6.Van De Walle, J. A., Karp, K. S., Bay-Williams, J. M. (2012), Ilkokul ve Ortaokul Matematiği, Ankara: Nobel Yayınları.

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 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


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)

aysunnuket.elci@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.11
LO.15555555
LO.25555555
LO.35555555
LO.45555555
LO.555555555555

CONTACT INFORMATION
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Phone: +90(232) 412 12 12 - Fax: +90 (232) 464 81 35

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