| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | AE-SIS16 | | Elective | 3 | 5 | 4 |
|
| Level of Course Unit |
| First Cycle |
| Objectives of the Course |
| What is the Problem? Importance of problem solving teaching, problem types, classification of problems, problem solving stages, mathematical problem solving strategies. Definition, process, characteristics and importance of problem posing. |
| Name of Lecturer(s) |
| Doç. Dr. Huriye KADAKAL |
| Learning Outcomes |
| 1 | Explains problems and types of problems. | | 2 | Knows the place of problem solving in the mathematics curriculum. | | 3 | Knows problem solving strategies | | 4 | Knows the problem solving process and can use it in teaching. | | 5 | Knows the problem posing process and can use it in teaching. | | 6 | Cares about the relationship of mathematics to real life |
|
| Mode of Delivery |
| Normal Education |
| Prerequisites and co-requisities |
| None |
| Recommended Optional Programme Components |
|
| Course Contents |
| To provide students with important skills such as problem solving, decision making, estimation, logical thinking, reasoning, algorithmic thinking, which are effective in solving problems encountered in daily life in mathematics education. |
| Weekly Detailed Course Contents |
|
| 1 | Course introduction and introduction. Examination of the acquisitions allocated to the subject of problems in the primary school mathematics program. | | | | 2 | What is the problem? The importance of problem solving teaching. | | | | 3 | Problem types, classification of problems, recent developments in problem solving. | | | | 4 | Problem solving stages, mathematical problem solving strategies and the importance of multiple representations in problem solving. | | | | 5 | Examples of problems that can be solved with problem solving strategies, evaluation of problem solving. | | | | 6 | Examples of problems that can be solved with problem solving strategies, evaluation of problem solving. | | | | 7 | Problem examples | | | | 8 | Midterm exam | | | | 9 | Definition, process, characteristics and importance of problem posing. | | | | 10 | Problem posing classifications, problem posing strategies. | | | | 11 | Doing different problem posing studies. | | | | 12 | Doing different problem posing studies. | | | | 13 | Problem solving and building studies | | | | 14 | Problem solving and building studies | | | | 15 | Problem solving and building studies | | | | 16 | Final exam | | |
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| Recommended or Required Reading |
|
| 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) | | None |
|
| Workload Calculation |
|
| Midterm Examination | 1 | 1 | 1 |
| Final Examination | 1 | 2 | 2 |
| Attending Lectures | 14 | 2 | 28 |
| Self Study | 14 | 3 | 42 |
| Individual Study for Homework Problems | 5 | 1 | 5 |
| Individual Study for Mid term Examination | 1 | 20 | 20 |
| Individual Study for Final Examination | 1 | 22 | 22 |
|
| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | | | 2 | 2 | 2 | 1 | | | | | | | | | | LO2 | | | 1 | 2 | 1 | 4 | | | | | | | | | | LO3 | | | 1 | 1 | 1 | 1 | | | | | | | | | | LO4 | | | 2 | 1 | 2 | 1 | | | | | | | | | | LO5 | | | 1 | 1 | 1 | 2 | | | | | | | | | | LO6 | | | 2 | 1 | 1 | 1 | | | | | | | | |
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| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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