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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 | | MT403B | Mathematics Teaching in Special Education | Compulsory | 4 | 7 | 5 |
| | Level of Course Unit | | First Cycle | | Objectives of the Course | | To lead candidate teachers to learn and personalize the special teaching methods in primary mathematics education. | | Name of Lecturer(s) | | BETÜL DEMİR | | Learning Outcomes | | 1 | 1- Define special education and children who need special education | | 2 | 2- Define diseases available in the special education | | 3 | 3- Know the BEP programs that is applied for special children | | 4 | 4- Notice that special education is also necessary in in pre school stage | | 5 | 5- know institutions and organizations related to special education needs in Turkey | | 6 | 6- discuss the causes, characteristics, prevalence, educational practices, and issues related to different disabilities. |
| | Mode of Delivery | | Normal Education | | Prerequisites and co-requisities | | None | | Recommended Optional Programme Components | | None | | Course Contents | | The basic concepts related to the field and the relationship of these concepts with the field instruction, the legal bases of the field mainly the Constitution and the Basic Law of National Education, the general goals of field instruction, the methods, techniques, tools and the materials used. Examining the related Instruction Program (objective, aquirements, theme, unit, activity, etc. Examining evaluating the samples of the coursebooks, the teacher's book and the students' workbooks. | | Weekly Detailed Course Contents | |
| 1 | Basic learning domains: Cognitive, emotional and psychomotor | | | | 2 | Blooms Taxonomy: Knowledge, comprehension, application, analysis, synthesis and evaluation | | | | 3 | Basic approaches to learning: Behaviorist, gestalt and cognitive development approaches to learning | | | | 4 | Basic approaches to learning: Functionalist and constructivist approaches to learning | | | | 5 | Learning in a group, cooperative learning | | | | 6 | Problem-based learning | | | | 7 | Discovery learning | | | | 8 | Midterm exam | | | | 9 | Direct instruction, the method of demonstration, role playing, field trip, case studies, computer-based instruction | | | | 10 | Direct instruction, the method of demonstration, role playing, field trip, case studies, computer-based instruction | | | | 11 | Mathematical learning: Procedural and conceptual learning | | | | 12 | Mathematical learning: Diagnosing misconceptions | | | | 13 | Teaching activities: Teaching numbers, fractions and decimal numbers, teaching mathematical rules, using different ways in mathematics teaching | | | | 14 | Teaching activities Teaching geometrical concepts, length, area and volume measurement | | | | 15 | Teaching activities: Teaching basic concepts related to statistics-probability and algebra. | | | | 16 | End-of-term exam | | |
| | Recommended or Required Reading | | Baki, Adnan. 2008; Kuramdan Uygulamaya Matematik Eğitimi, Harf Yayınları, Ankara Baykul, Yaşar. 2005; İlöğretimde Matematik Öğretimi, Pegama Yayıncılık, Ankara Altun, Murat. 2005; Matematik öğretimi, Aktüel Yayııncılık, Bursa Olkun , Sinan; Toluk Uçar, Zülbiye. 2007; İlköğretimde Etkinlik Temelli Matematik Öğretimi Van De Walle, J. A. 2005, Elementary and Middle School Mathematics, Virginia Commonwealth University Bingölbali, E., Özmantar, M.F., 2009, İlöğretimde Karşılaşılan Matematiksel Zorluklar ve Çözüm Önerileri | | 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 | | Turkish | | Work Placement(s) | | None |
| | Workload Calculation | |
| Midterm Examination | 1 | 1 | 1 | | Final Examination | 1 | 1 | 1 | | Attending Lectures | 14 | 3 | 42 | | Self Study | 14 | 2 | 28 | | Individual Study for Mid term Examination | 7 | 6 | 42 | | Individual Study for Final Examination | 6 | 6 | 36 | |
| Contribution of Learning Outcomes to Programme Outcomes | | | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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