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Description of Individual Course Units| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | AE-OÖ203B | | Compulsory | 2 | 3 | 5 |
| | Level of Course Unit | | First Cycle | | Objectives of the Course | | At the end of this course: Students will be able to comprehend mathematical thinking, content, principles, application processes and methods of mathematics programs to be developed for preschool children, and materials for developing mathematical thinking. | | Name of Lecturer(s) | | | Learning Outcomes | | 1 | To be able to understand mathematical thinking | | 2 | Understanding the content of mathematics programs to be developed for preschool children, | | 3 | Understanding the principles of mathematics, | | 4 | Understanding and applying mathematics application processes and methods, | | 5 | To be able to comprehend the materials for developing mathematical thinking. |
| | Mode of Delivery | | Normal Education | | Prerequisites and co-requisities | | None | | Recommended Optional Programme Components | | | Course Contents | | Definition and importance of mathematics in early childhood, principles and standards in mathematics education; techniques and methods of teaching mathematical concepts and scientific thinking skills; mathematics education and play; mathematical programs (Building Blocks, STEM, GEMS (Great Explanation in Math and Science, Big Maths for Little Kids); acquisition of basic mathematical concepts, problem solving, matching-comparison-classification-sorting-patterning, numbers and counting, Teaching phases of number concept, symbols, operations, geometry, location in space, measurement, data analysis-graphic / probability, planning and implementation of math activities. | | Weekly Detailed Course Contents | |
| 1 | Meeting and information about the course content | | | | 2 | Definition, content, theoretical foundations of mathematics. Mathematics in daily life | | | | 3 | Principles and standards of mathematics | | | | 4 | The development of thought in children and the development of mathematical thinking | | | | 5 | Concepts and processes before counting (classification, comparison, matching, discrimination, ranking and pattern) | | | | 6 | Concepts and processes before counting (classification, comparison, matching, differentiation, ordering and pattern) | | | | 7 | Concepts and processes before counting (classification, comparison, matching, differentiation, ordering and pattern) | | | | 8 | Midterm exam | | | | 9 | Counting and numbers, graphics, geometry, measurement, data collection | | | | 10 | Counting and numbers, graphics, geometry, measurement, data collection | | | | 11 | Problem solving (addition, subtraction, multiplication, division) | | | | 12 | Problem solving (addition, subtraction, multiplication, division) | | | | 13 | Mathematics programs and approaches used for preschool children in the world | | | | 14 | Examining mathematics materials and developing mathematical material- Integrating material with activity | | | | 15 | Final exam | | |
| | Recommended or Required Reading | | Aktaş, A.Y. (2006). Okulöncesi Dönemde Matematik Eğitimi. Nobel Yayınevi, Ankara.
Principles and Standards for School Mathematics. NCTM.2000.
Susan,S.S. (1996).Early Childhood Mathematics. Allyn and Bacon Pub,USA.
Charlesworth.R., Radeloff,J.D (1991). Experiences in Math for Young Children.Delmar Pub, Newyor | | Planned Learning Activities and Teaching Methods | | | Assessment Methods and Criteria | |
| Midterm Examination | 1 | 100 | | SUM | 100 | |
| Final Examination | 1 | 100 | | SUM | 100 | | Term (or Year) Learning Activities | 40 | | End Of Term (or Year) Learning Activities | 60 | | SUM | 100 |
| | Language of Instruction | | | Work Placement(s) | |
| | Workload Calculation | |
| Midterm Examination | 1 | 2 | 2 | | Final Examination | 1 | 4 | 4 | | Attending Lectures | 14 | 2 | 28 | | Self Study | 14 | 2 | 28 | | Individual Study for Mid term Examination | 14 | 2 | 28 | | Individual Study for Final Examination | 14 | 2 | 28 | | Reading | 14 | 2 | 28 | |
| Contribution of Learning Outcomes to Programme Outcomes | | LO1 | 1 | 3 | 1 | 3 | 1 | 3 | 5 | 2 | 4 | 2 | | LO2 | 1 | 2 | 4 | 5 | 1 | 4 | 4 | 2 | 3 | 4 | | LO3 | 1 | 4 | 5 | 5 | 1 | 3 | 4 | 3 | 5 | 4 | | LO4 | 5 | 4 | 4 | 3 | 1 | 4 | 4 | 4 | 4 | 3 | | LO5 | 4 | 3 | 3 | 4 | 1 | 4 | 2 | 4 | 4 | 5 |
| | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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