| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | AE-MTS6 | Self Regulation in Mathematics Education | Elective | 2 | 3 | 4 |
|
| Level of Course Unit |
| First Cycle |
| Objectives of the Course |
| At the end of this course, the student will be able to recognize some concepts in cognitive psychology, to understand the importance of these concepts for mathematics education and to understand the relationship between mathematics education and cognitive psychology. |
| Name of Lecturer(s) |
| Doç.Dr.Mesut ÖZTÜRK |
| Learning Outcomes |
| 1 | To know the theoretical structures of self-regulation and self-regulated learning, | | 2 | To be able to prepare activities suitable for self-regulated learning in mathematics teaching | | 3 | Recognizing metacognitive processes in problem solving-posing and reasoning | | 4 | To be able to prepare activities suitable for metacognitive teaching in mathematics teaching, |
|
| Mode of Delivery |
| Normal Education |
| Prerequisites and co-requisities |
| no |
| Recommended Optional Programme Components |
|
| Course Contents |
| Recognition of the concepts related to psychology such as caution, perception, cognition, metacognition, self-regulation, understanding the process of transition from arithmetic to algebra from cognitive point of view, knowing the analogical reasoning and applying to problems, recognizing various types of mathematical reasoning, recognize the concepts of cognitive distortions and negative automatic thinking which may prevent learning mathematics |
| Weekly Detailed Course Contents |
|
| 1 | Introduction to the course | | | | 2 | Social Cognitive Theory | | | | 3 | Self-Regulation: Theoretical framework | | | | 4 | Cognition and metacognition | | | | 5 | Self-regulation | | | | 6 | Academic self-regulation
Emotions and self-regulation
Teacher self-regulation | | | | 7 | Theory of Self Regulated Learning | | | | 8 | Midterm exam | | | | 9 | Self-regulated learning and activity development | | | | 10 | Preparing self-regulated learning activities based on hybrid learning | | | | 11 | The relationship between Self Regulation and metacognition.
Metacognition: Theoretical framework | | | | 12 | Metacognitive skills in problem solving and problem posing | | | | 13 | Metacognitive IMPROVE technique and preparing activities for middle school students with this technique | | | | 14 | Metacognitive CRIME technique and preparing activities for middle school students with this technique | | | | 15 | Evaluation of Course | | | | 16 | Final Exam | | |
|
| Recommended or Required Reading |
| • Ağır, M. (2007). Üniversite öğrencilerinin bilişsel çarpıtma düzeyleri ile problem çözme becerileri ve umutsuzluk düzeyleri arasındaki ilişki (Yayınlanmamış doktora tezi), İstanbul: İstanbul Üniversitesi.
• Akın, A. (2013). Güncel psikolojik kavramlar 1: Pozitif psikoloji. Sakaya: Sakarya Üniversitesi Eğitim Bilimleri Enstitüsü
• Akın, A. ve Abacı, R. (2011). Biliş ötesi. Ankara: Nobel Akademik Yayıncılık Eğitim Danışmanlık Tic. Ltd. Şti.
• Akkan, Y. (2009). İlköğretim öğrencilerinin aritmetikten cebire geçiş süreçlerinin incelenmesi (Yayınlanmamış doktora tezi). Trabzon: Karadeniz Teknik Üniversitesi.
• Goldstein, E. B. (2013). Bilişsel Psikoloji. (Çev. O. Gündüz) İstanbul: Kaknüs Yayınları.
• Öztürk, M. (2017). Matematik öğretmeni ve öğretmen adaylarının ispat yapma süreçlerinin bilişsel açısından incelenmesi (Yayınlanmamış doktora tezi). Atatürk Üniversitesi, Erzurum.
• Solso, R. L., Maclin, M. K. and Maclin, O. H. (2014). Bilişsel Psikoloji. (Çev. A. Ayçiçeği-Dinn) İstanbul: Kitabevi |
| 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) | | no |
|
| Workload Calculation |
|
| Midterm Examination | 1 | 2 | 2 |
| Final Examination | 1 | 2 | 2 |
| Individual Study for Mid term Examination | 1 | 11 | 11 |
| Individual Study for Final Examination | 5 | 11 | 55 |
| Reading | 14 | 1 | 14 |
| Homework | 12 | 3 | 36 |
|
| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 1 | 4 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | | LO2 | 1 | 4 | 2 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | | LO3 | 1 | 3 | 2 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | | LO4 | 2 | 4 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
|
| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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