TYPE OF COURSE UNIT	Elective Course
LEVEL OF COURSE UNIT	Bachelor's Degree
YEAR OF STUDY	-
SEMESTER	-
NUMBER OF ECTS CREDITS ALLOCATED	4
NAME OF LECTURER(S)	-
LEARNING OUTCOMES OF THE COURSE UNIT	At the end of this course, the students; 1) Make definition of problem solving in mathematics by underlying the process emphasis. 2) Differentiate the types of problems. 3) Follow up current academic researches related to problem solving. 4) Use appropriate problem solving strategies for problem solving. 5) Solve non-routine mathematical problems based on collaboration. 6) Use mathematical thinking skills to solve mathematical problems. 7) Learn the importance of posing a problem. 8) Know where the problem posing is in the curriculum
MODE OF DELIVERY	Face to face
PRE-REQUISITES OF THE COURSE	No
RECOMMENDED OPTIONAL PROGRAMME COMPONENT	No
COURSE DEFINITION	In this course, 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, using technology for conceptual understanding, misconception detection in measurement and evaluation will be discussed.
COURSE CONTENTS	WEEK TOPICS 1st Week Problem and Problem Solving Definitions (Theoretical Perspective) 2nd Week Problem Types 3rd Week Importance of Problem Solving Instruction 4th Week Current Approaches to Problem Solving (Review of Current Academic Studies) 5th Week Mathematical Problem Solving Strategies 6th Week Different Mathematical Problem Examples and Solution Strategies 7th Week Analyzing PISA Questions 8th Week MIDTERM EXAM 9th Week Evaluation of Problem Solving 10th Week Mathematical Thinking Methods and Reasoning Required in Problem Solving 11th Week Mathematical Thinking Methods and Modeling for Problem Solving 12th Week Definition, Process, Characteristics and Importance of Problem Formulation 13th Week Problem Forming Classifications, Problem Forming Strategies, Making Different Problem Forming Studies 14th Week Problem Solving in Secondary School Mathematics Curriculum and Textbooks; Evaluation of Problem Solving
RECOMENDED OR REQUIRED READING	Altun, M. (2008). Eğitim fakülteleri ve sınıf öğretmenleri için matematik öğretimi. 14. Baskı, Bursa: Aktüel. Baykul, Y. (2005). İlkokulda matematik öğretimi. Yeni Programa uygun geliştirilmiş baskı. Ankara: Pegem Akademi. MEB (2018), 1-8. Sınıflar Matematik Öğretim Programı Posamentier, A.S., Krulik, S. (2016). Matematikte problem çözme, 3-6. sınıflar için. (L. Akgün, T. Kar, M.F. Öçal, Çev.) Ankara: Pegem Akademi. Olkun, S., Toluk-Uçar, Z. (2004). Matematik öğretimi. Ankara: Anı Yayıncılık. Van De Walle, J. (2012). İlkokul ve ortaokul matematiği (S.Durmuş, Çev.Ed.). Ankara: Nobel Yayıncılık. Yıldızlar, M. (2012). Yapılandırmacı öğretimde matematik problemlerini çözebilme yöntemleri. Ankara: Pegem Akademi
PLANNED LEARNING ACTIVITIES AND TEACHING METHODS	Lecture,Questions/Answers,Problem Solving,Project,Other
ASSESSMENT METHODS AND CRITERIA	Quantity Percentage(%) Mid-term 1 20 Practice 1 40 Total(%) 20 Contribution of In-term Studies to Overall Grade(%) 20 Contribution of Final Examination to Overall Grade(%) 80 Total(%) 100
ECTS WORKLOAD	Activities Number Hours Workload Midterm exam 1 1 1 Preparation for Quiz Individual or group work 12 2 24 Preparation for Final exam Course hours 14 2 28 Preparation for Midterm exam 1 20 20 Laboratory (including preparation) Final exam Homework 2 1 2 Presentation (including preperation) 1 8 8 Literature review 1 5 5 Report writing 1 20 20 Total Workload 108 Total Workload / 30 3,6 ECTS Credits of the Course 4
LANGUAGE OF INSTRUCTION	Turkish
WORK PLACEMENT(S)	No