| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | AE-MT401B | | Compulsory | 4 | 7 | 3 |
|
| Level of Course Unit |
| First Cycle |
| Objectives of the Course |
| The aim of this course is to educate mathematics teachers with the ability to solve routine and non-routine problems. |
| Name of Lecturer(s) |
| Doç. Dr. Mesut ÖZTÜRK |
| Learning Outcomes |
| 1 | Recognize and compare different problem solving approaches. | | 2 | Explain the steps of problem solving process. |
|
| Mode of Delivery |
| Normal Education |
| Prerequisites and co-requisities |
|
| Recommended Optional Programme Components |
| - |
| Course Contents |
| What is problem and problem solving? What is the importance of problem solving teaching? Problem solving process in mathematics curriculum. Recent developments in problem solving. Mathematical problem solving strategies and the importance of multiple representations. Examples of the patterning strategy. Examples of systematic list making strategy. Examples of table creation strategy. Examples of the diagramming strategy. Examples of the reverse work strategy. Examples of the equation-building strategy. Examples of charting strategy. |
| Weekly Detailed Course Contents |
|
| 1 | Examination of problem and problem types. | | | | 2 | Examination of problem solving approaches. | | | | 3 | Problem solving process and problem solving strategies. | | | | 4 | Problem solving and complexity of problems. | | | | 5 | Metacognition in problem-solving. | | | | 6 | Examination of problems in mathematics textbooks. | | | | 7 | Examination of non-routine problems | | | | 8 | exam | | | | 9 | Teaching problem-solving in preschool and special education | | | | 10 | Problem-solving and problem posing-based teaching. | | | | 11 | International exams (TIMSS-PISA) context-based problems | | | | 12 | Factors affecting problem solving | | | | 13 | Problem-posing | | | | 14 | Models in problem-solving and problem-posing | | | | 15 | Solve sample problems | | | | 16 | Final Exam | | |
|
| Recommended or Required Reading |
| Albayrak, M. (2022). Öğrenci, Öğretmen ve Aile İçin Problem Kurma-Çözme El Kitabı. Vizetek Yayıncılık
Yazgan, Y. & Arslan, Ç. (2022). Matematiksel Sıradışı Problem Çözme Stratejileri ve Örnekleri. Pegem Akademi Yayıncılık |
| 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 | 3 | 3 |
| Report Preparation | 5 | 11 | 55 |
| Report Presentation | 5 | 4 | 20 |
| Homework | 1 | 10 | 10 |
|
| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 3 | 2 | 3 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | | LO2 | 2 | 3 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 1 |
|
| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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