At the end of this course, the students; 1) Comprehend mathematical error, difficulty and misconception. 2) Know mathematical concepts and common misconceptions related to these concepts 3) Apply the techniques of inquiry that reveal the thinking process of middle school students 4) Produce a solution for the misconceptions according to the characteristics of the subject area and the individual differences of the students
MODE OF DELIVERY
Face to face
PRE-REQUISITES OF THE COURSE
No
RECOMMENDED OPTIONAL PROGRAMME COMPONENT
No
COURSE DEFINITION
Mathematical error, difficulty and misconception; types of misconceptions, mathematical concepts and common misconceptions related to these concepts in the literature; questioning techniques to reveal the thinking processes of middle school students; producing solutions for misconceptions according to the characteristics of the subject area and individual differences of students.
COURSE CONTENTS
WEEK
TOPICS
1st Week
Introduction of the course content
2nd Week
Mathematical errors, difficulties and misconceptions
3rd Week
Types and causes of misconceptions
4th Week
Numbers and common misconceptions about numbers in the literature
5th Week
Numbers and common misconceptions about numbers in the literature
6th Week
Common misconceptions about geometry and geometric concepts in the literature
7th Week
Common misconceptions about geometry and geometric concepts in the literature
8th Week
Visa
9th Week
Common misconceptions related to measurement in measurement and literature
10th Week
Common misconceptions about algebra and algebra in the literature
11th Week
Common misconceptions about algebra and algebra in the literature
12th Week
Statistics-probability and common misconceptions about statistics-probability in the literature
13th Week
Project presentations
14th Week
Project presentations
RECOMENDED OR REQUIRED READING
Baki, A. (2018). Matematiği öğretme bilgisi. Ankara: Pegem Akademi. Bingölbali, E. ve Özmantar, M. F. (Ed.). (2015). İlköğretimde Karşılaşılan Matematiksel Zorluklar ve Çözüm Önerileri. Ankara: Pegem Akademi. Hacıömeroğlu, G. ve Tarım, K. (Ed.). (2019). Matematik öğretiminin temelleri ortaokul. Ankara: Anı Yayıncılık. Özmantar, M. F., Bingölbali, E. ve Akkoç, H. (2015). Matematiksel Kavram Yanılgıları ve Çözüm Önerileri. Ankara: Pegem Akademi. Ural, A. (2017). Matematik Öğreniminde Kavram Yanılgıları ve Zorluklar. Cinius. Van de Walle, J. A., Karp, K. S. & Bay-Williams, J. M. (2016). İlkokul ve Ortaokul Matematiği: Gelişimsel Yaklaşımla Öğretim (S. Durmuş, Çev. Ed.) Ankara: Nobel Turcademy.com
PLANNED LEARNING ACTIVITIES AND TEACHING METHODS
Discussion,Practice,Presentation
ASSESSMENT METHODS AND CRITERIA
Quantity
Percentage(%)
Mid-term
1
30
Project
1
30
Total(%)
30
Contribution of In-term Studies to Overall Grade(%)
30
Contribution of Final Examination to Overall Grade(%)
70
Total(%)
100
ECTS WORKLOAD
Activities
Number
Hours
Workload
Midterm exam
1
2
2
Preparation for Quiz
Individual or group work
12
2
24
Preparation for Final exam
1
15
15
Course hours
14
3
42
Preparation for Midterm exam
1
10
10
Laboratory (including preparation)
Final exam
1
2
2
Homework
Project
1
20
20
Total Workload
115
Total Workload / 30
3,83
ECTS Credits of the Course
4
LANGUAGE OF INSTRUCTION
Turkish
WORK PLACEMENT(S)
No
KEY LEARNING OUTCOMES (KLO) / MATRIX OF LEARNING OUTCOMES (LO)