Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | AE-MT403B | | Compulsory | 4 | 7 | 3 |
|
Level of Course Unit |
First Cycle |
Objectives of the Course |
Understanding the mathematical difficulties, errors and difficulties that students encounter or are likely to encounter
To understand and identify the misconceptions that students have and to offer solutions to the identified misconceptions. |
Name of Lecturer(s) |
Doç.Dr.Betül KÜÇÜK DEMİR |
Learning Outcomes |
1 | Examines the types and causes of mathematical misconceptions. | 2 | Identifies misconceptions about mathematical concepts. | 3 | Researches ways to eliminate misconceptions about mathematical concepts. | 4 | Practices clearing up misconceptions about mathematical concepts. |
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Mode of Delivery |
Normal Education |
Prerequisites and co-requisities |
none |
Recommended Optional Programme Components |
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Course Contents |
Defining the concepts of mathematical error, difficulty, difficulty and misconception, the relationship between these concepts,
types of misconceptions, causes of misconceptions, mathematical concepts and common misconceptions related to these concepts in the literature; Ability to produce solution suggestions for misconceptions according to the characteristics of the concepts |
Weekly Detailed Course Contents |
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1 | Mathematical error | | | 2 | Mathematical difficulty and difficulty | | | 3 | The relationship between difficulty, difficulty, error and misconception | | | 4 | exemplifying difficulties, difficulties, errors and misconceptions | | | 5 | types of misconceptions | | | 6 | types of misconceptions | | | 7 | Examples of misconception types in the literature | | | 8 | Midterm | | | 9 | Reasons for misconception | | | 10 | Reasons for misconception | | | 11 | Ability to detect and eliminate mathematical misconceptions | | | 12 | Ability to detect and eliminate mathematical misconceptions | | | 13 | Ability to detect and eliminate mathematical misconceptions | | | 14 | Examination of literature samples | | | 15 | Final exam | | |
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Recommended or Required Reading |
Bingölbali, E. & Özmantar, M. F. & Akkoç, H. (2015). İlköğretimde karşılaşılan matematiksel zorluklar ve çözüm önerileri. Pegem Akademi |
Planned Learning Activities and Teaching Methods |
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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) | none |
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Workload Calculation |
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Midterm Examination | 1 | 1 | 1 |
Final Examination | 1 | 2 | 2 |
Practice | 7 | 2 | 14 |
Discussion | 14 | 1 | 14 |
Team/Group Work | 1 | 1 | 1 |
Report Preparation | 1 | 1 | 1 |
Individual Study for Mid term Examination | 7 | 2 | 14 |
Individual Study for Final Examination | 7 | 2 | 14 |
Reading | 14 | 2 | 28 |
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Contribution of Learning Outcomes to Programme Outcomes |
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* Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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