COURSE UNIT TITLE

: EVIDENCE-BASED STRATEGIES IN MATHEMATICS TEACHING

DEGREE PROGRAMMES

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
IME 5042 EVIDENCE-BASED STRATEGIES IN MATHEMATICS TEACHING ELECTIVE 3 0 0 8

Offered By

Primary Mathematics Teacher Education

Level of Course Unit

Second Cycle Programmes (Master's Degree)

Course Coordinator

ASSISTANT PROFESSOR YUSUF ERKUŞ

Offered to

Primary Mathematics Teacher Education

Course Objective

The aim of this course is to develop a critical perspective on effective teaching strategies by examining evidence-based research on mathematics teaching. By evaluating common myths in education, cognitive load theory, pedagogical discourse movements and other teaching strategies, students will be able to identify teaching practices that are supported by scientific evidence. They will also be able to translate their theoretical knowledge into classroom practice through video analysis and micro-teaching practices.

Learning Outcomes of the Course Unit

1   Identify common misconceptions in education and evaluate them with scientific evidence. o Analyze common myths in education and their effects on the learning process. o Explain the importance of evidence-based educational practices.
2   Explain cognitive load theory in the context of mathematics teaching and analyze its classroom applications. o Defines different types of cognitive load (intrinsic, extrinsic, task-related). o Identify methods to reduce cognitive load in mathematics teaching.
3   Defines teacher discourse moves and evaluates how they are used in classroom teaching. o Analyze effective teacher discourse moves and their impact on student engagement. o Interpret research examining teacher-student interactions.
4   Design evidence-based instructional practices by analyzing effective mathematics teaching strategies. o Compare strategies such as direct instruction, discovery-based learning, modeling. o Creates sample lesson plans by determining the most effective strategies in mathematics teaching.
5   Develops a critical perspective by analyzing research articles. o Evaluates current and evidence-based studies related to mathematics teaching. o Interpret the findings and make inferences about teaching practices.
6   Observe and evaluate effective teaching strategies through video analysis. o Observe and evaluate the effects of different teaching strategies in the classroom through video recordings. o Identifies effective and improvable teaching approaches seen in practice.
7   Practices the strategies learned by performing micro-teaching applications and receives feedback. o Plans and implements an effective mathematics teaching session. o Develops suggestions for improvement by evaluating his/her own teaching practice and the practices of his/her peers.

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Myths in Educational Research Recognize and discuss common misconceptions in education that are not supported by scientific evidence.
2 Evidence about common misconceptions in education Analyzing the research on myths in education and evaluating the beliefs that are confirmed or refuted by scientific evidence.
3 Cognitive Load Theory and its relation with Mathematics teaching Learn the basic concepts of cognitive load theory and understand strategies for managing cognitive load in mathematics teaching.
4 Evidence for Cognitive Load Theory Analyze the research supporting cognitive load theory and analyze its effects on the teaching process.
5 Discursive Moves of the Teacher Identify the discourse moves that teachers use in the classroom and understand their role on student engagement.
6 Evidence of Teacher Discourse Movements Examine scientific studies that investigate the role of discourse moves on effective mathematics teaching.
7 The use of different representations in mathematics teaching Explore different forms of representation (verbal, visual, symbolic, etc.) used to concretize abstract concepts in mathematics teaching.
8 Evidence on the effects of using multiple representations Examine scientific studies that support the use of more than one form of representation in mathematics learning.
9 Video analytics Analyze the strategies used and student responses by watching instructional videos to understand mathematics teaching processes.
10 Video analytics Evaluate elements such as teacher discourse, cognitive load management, and representation use through video recordings.
11 Video analytics Identify effective teaching practices and those that need improvement based on previous analysis.
12 Video tasks and reflection Students will have the opportunity to record their own teaching practices and discuss and improve them in class.
13 Video tasks and reflection Giving feedback on student videos and working on improving effective teaching strategies.

Recomended or Required Reading

Sweller J, Ayres P, Kalyuga S, editors. Cognitive load theory. New York: Springer; 2011

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9(3), 105-119. https://doi.org/10.1111/j.1539-6053.2009.01038.x

Kirschner, P. A., & van Merriënboer, J. J. G. (2013). Do Learners Really Know Best Urban Legends in Education. Educational Psychologist, 48(3), 169 183. https://doi.org/10.1080/00461520.2013.804395

Planned Learning Activities and Teaching Methods

Video Analysis, case presentation, group work and discussion

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 ASG ASSIGNMENT
2 PRJ PROJECT
3 FCG FINAL COURSE GRADE ASG * 0.40 + PRJ * 0.60


Further Notes About Assessment Methods

None

Assessment Criteria

To be announced.

Language of Instruction

Turkish

Course Policies and Rules

This course aims to enable students to understand evidence-based teaching approaches, develop a critical perspective and experience what they have learned in practice. The following rules and policies have been determined for the efficient and effective conduct of the course:

Contact Details for the Lecturer(s)

yusuf.erkus@deu.edu.tr

Office Hours

Tuesday, 13:00-15:00

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
Preparing assignments 14 2 28
Group homework preperation 14 3 42
Preparing presentations 2 3 6
TOTAL WORKLOAD (hours) 188

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.1434454
LO.2343
LO.3343
LO.4343
LO.5343
LO.6343
LO.7334333444

CONTACT INFORMATION
Dokuz Eylül Üniversitesi Cumhuriyet Bulvarı No: 144 35210 Alsancak / İZMİR
Phone: +90(232) 412 12 12 - Fax: +90 (232) 464 81 35

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