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) Knows game and game types. 2) Explains the importance of play in mathematics teaching. 3) Knows and explains the theoretical approaches to play. 4) Knows the games developed for mathematics and applies them in the classroom. 5) Knows, develops and applies technology-supported game types in the classroom.
MODE OF DELIVERY	Face to face
PRE-REQUISITES OF THE COURSE	No
RECOMMENDED OPTIONAL PROGRAMME COMPONENT	None.
COURSE DEFINITION	The students taking this course are expected to have knowledge about games and types of games, to recognize the contributions of games to mathematics education, and to engage in practices related to integrating games into mathematics lessons. This course covers topics such as the importance of games in mathematics education, theoretical approaches to games, logic, mathematics, and intelligence games/puzzles, interaction between mathematics and games, examination of some games developed by mathematicians, cultural mathematics games, game theory, and technology-supported mathematics games.
COURSE CONTENTS	WEEK TOPICS 1st Week Games and types of games 2nd Week Games and types of games 3rd Week The importance of games in mathematics education 4th Week Theoretical approaches to games 5th Week Theoretical approaches to games 6th Week Logic, mathematics, intelligence games/puzzles 7th Week Logic, mathematics, intelligence games/puzzles 8th Week Midterm exam 9th Week Interaction between mathematics and games 10th Week Examination of some games developed by mathematicians 11th Week Examination of some games developed by mathematicians 12th Week Cultural mathematics games, game theory 13th Week Technology-supported mathematics games - Project presentation 14th Week General review
RECOMENDED OR REQUIRED READING	Ke, F. (2008). A case study of computer gaming for math: Engaged learning from gameplay?. Computers & education, 51(4), 1609-1620. Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & education, 55(2), 427-443. Kim, S., & Chang, M. (2010). Computer games for the math achievement of diverse students. Journal of Educational Technology & Society, 13(3), 224. Bai, H., Pan, W., Hirumi, A., & Kebritchi, M. (2012). Assessing the effectiveness of a 3?D instructional game on improving mathematics achievement and motivation of middle school students. British Journal of Educational Technology, 43(6), 993-1003. Ke, F. (2013). Computer-game-based tutoring of mathematics. Computers & Education, 60(1), 448-457.
PLANNED LEARNING ACTIVITIES AND TEACHING METHODS	Lecture,Discussion,Questions/Answers,Presentation,Project
ASSESSMENT METHODS AND CRITERIA	Quantity Percentage(%) Assignment 1 40 Project 2 60 Total(%) 100 Contribution of In-term Studies to Overall Grade(%) 100 Contribution of Final Examination to Overall Grade(%) 0 Total(%) 100
ECTS WORKLOAD	Activities Number Hours Workload Midterm exam 0 0 0 Preparation for Quiz Individual or group work 12 2 24 Preparation for Final exam Course hours 14 3 42 Preparation for Midterm exam Laboratory (including preparation) Final exam Homework 1 10 10 Project 2 20 40 Total Workload 116 Total Workload / 30 3,86 ECTS Credits of the Course 4
LANGUAGE OF INSTRUCTION	Turkish
WORK PLACEMENT(S)	No