Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | MEY125 | Number Sense in Preschool | Elective | 1 | 1 | 6 |
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Level of Course Unit |
Second Cycle |
Objectives of the Course |
The aim of this course is to understand what kind of number sense children have in the preschool period, to understand the importance of number sense in early childhood, to have general information about the planning, implementation and evaluation processes of mathematical activities for the development of number sense for preschool children. |
Name of Lecturer(s) |
Dr.Öğr.Üyesi Cansu Tutkun |
Learning Outcomes |
1 | 1. 1. Students know the development of number sense skills in early childhood. | 2 | 2. 2. Students use appropriate methods and techniques in teaching number sense. | 3 | 3. 3. Students tell and apply activities that will enable the development of number sense. | 4 | 4. Students apply activities for number sense. | 5 | Students apply by making arrangements in the activities in accordance with the development of the children. | 6 | Students evaluate the number sense activities that they have prepared and are ready. |
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Mode of Delivery |
Normal Education |
Prerequisites and co-requisities |
none |
Recommended Optional Programme Components |
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Course Contents |
Definition and importance of number sense in early childhood, principles and standards in the development of number sense; techniques and methods of teaching number sense skills; number sense training and game. |
Weekly Detailed Course Contents |
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1 | The aim of the course | | | 2 | Definition and importance of number sense in early childhood | | | 3 | Understanding the number sense and numbers | | | 4 | Number sense and counting relationship | | | 5 | Development of number sense | | | 6 | Principles and standards in number sense education | | | 7 | Techniques and methods for teaching number sense skills | | | 8 | Number sense and problem solving | | | 9 | Parse and generate numbers | | | 10 | Fractions and number sense | | | 11 | Number sense training and play | | | 12 | Developing the sense of number in the home environment | | | 13 | Planning and implementing number sense activities. | | | 14 | Planning and implementing number sense activities. | | | 15 | Final | | |
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Recommended or Required Reading |
1. Aktaş Arnas Y, (2004). Okul Öncesi Dönemde Matematik Eğitimi. Nobel Kitabevi, Adana.
2. Akman, B. (Ed.) (2010). Okul öncesinde matematik eğitimi. Ankara: PegemA Yayıncılık.
3. Güven Y, (2000). Erken çocukluk döneminde sezgisel düşünme ve matematik, İstanbul: Yapa Yayıncılık
4. Güven, Y. (2005). Erken çocuklukta matematiksel düşünme ve matematiği öğrenme. İstanbul: Küçük adımlar eğitim yayınları.
5. Kandır; A., Can Yaşar, M., Yazıcı, E., Türkoğlu, D. ve Yaman Baydar, I. (2016). Erken Çocukluk Eğitiminde Matematik. İstanbul; Morpa Kültür Yayınları.
6. Ulutaş, İ.(Ed.) (2015). Okul öncesi Dönemde matematik eğitimi. Ankara: Hedef Yayıncılık |
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 | 30 | End Of Term (or Year) Learning Activities | 70 | 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 | 14 | 1 | 14 |
Discussion | 14 | 2 | 28 |
Self Study | 14 | 1 | 14 |
Individual Study for Mid term Examination | 14 | 1 | 14 |
Individual Study for Final Examination | 14 | 2 | 28 |
Reading | 14 | 3 | 42 |
Homework | 14 | 2 | 28 |
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Contribution of Learning Outcomes to Programme Outcomes |
LO1 | 4 | 4 | 4 | 5 | 5 | 4 | 4 | 4 | 4 | 5 | 5 | 3 | 3 | 3 | LO2 | 3 | 3 | 3 | 3 | 3 | 3 | 4 | 4 | 4 | 5 | 5 | 5 | 5 | 5 | LO3 | 4 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | LO4 | 4 | 4 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 4 | 4 | LO5 | 4 | 4 | 4 | 5 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 4 | 4 | LO6 | 4 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 4 | 3 | 3 | 3 | 4 |
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* Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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