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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 | | MEY134 | Problem Posing and Solving | Elective | 1 | 2 | 6 |
| | Level of Course Unit | | Second Cycle | | Objectives of the Course | | This course aims to provide graduate students with the practice of developing the theoretical structure of problem solving and posing.
At the end of this training, students;
a) To have knowledge about problem posing and drawing,
b) Recognizing the needs of problem posing and solving,
c) Having knowledge about context-based problems and being able to prepare context-based problems,
d) Understanding of editing articles on problem solving and setting up,
e) To be able to use technology and metacognition in problem posing and coding,
execution. | | Name of Lecturer(s) | | | Learning Outcomes | | 1 | Having knowledge about problem posing and solving | | 2 | Recognizing the need for problem posing and solving | | 3 | Having knowledge about context-based problems and being able to prepare context-based problems | | 4 | Ability to read and understand articles related to problem solving and posing | | 5 | Using technology and metacognition in problem posing and solving |
| | Mode of Delivery | | Normal Education | | Prerequisites and co-requisities | | - | | Recommended Optional Programme Components | | | Course Contents | | | Weekly Detailed Course Contents | |
| 1 | The purpose, content and presentation of the course | | | | 2 | (Mathematical) What is the problem?
(Mathematical) What is problem solving?
What is problem posing? | | | | 3 | The nature of mathematical problem solving
Types of mathematical problems | | | | 4 | The nature of mathematical problem posing
Types of mathematical problem posing
Problem posing and solving relationship | | | | 5 | Mathematical problem solving strategies | | | | 6 | Models for problem solving process
Models in the process of posing mathematical problems | | | | 7 | Metacognition in problem solving and posing | | | | 8 | midterm | | | | 9 | Factors affecting problem solving
Representations in mathematical problem solving | | | | 10 | Use of technology in mathematical problem solving
Use of technology in posing mathematical problems | | | | 11 | Performance and project problems
Problem posing as an assessment tool | | | | 12 | International exams (TIMSS-PISA)
Context-based problems | | | | 13 | Teaching mathematics through problem solving | | | | 14 | Teaching mathematics through problem posing
Problem solving teaching in preschool
Problem solving teaching in special education | | | | 15 | General evaluation of the course | | |
| | Recommended or Required Reading | | Akman, B. (2019). Mathematics education in early childhood. Ankara: Pegem Academy.
Albayrak, M. (2022). For student, teacher and family: Problem posing handbook. Ankara: Visatek.
Altun, M. (2008). Teaching mathematics in secondary education (grades 6, 7 and 8) (5th Edition). Bursa: Actual Alfa Academy.
Çepni, S. (2019). Understanding PISA and TIMMS logic and questions: Supported by next generation math, science and Turkish questions (2nd ed). Ankara: Pegem Academy.
Bingolbali, E., Arslan, S. & Zembat, I. HE. (2016). Theories in mathematics education. Ankara: Pegem Academy.
Bingham, A. (1983). Development of problem solving abilities in children (Trans. F. Oğuzkan). Istanbul: National Education Printing House.
Demir, F. (2022). Next generation math questions: Mathematical literacy questions real life math problems LGS-PISA. Ankara: Pegem Academy.
Ergen, Y. (2022). Developing mathematical problem solving and posing skills: A teacher/parent handbook. Ankara: Educating Book.
Gur H. (2006). Mathematics teaching. Istanbul: Undergraduate Publishing.
Haylock, D. & Cockburn, A. (2014). Understanding mathematics for young children (Trans. Z. Yılmaz). Ankara: Nobel Academy
Hacıömeroğlu, G. & Tarım, K. (2019). Fundamentals of mathematics teaching: Primary school. Ankara: Ani Publishing
Kar, T. et al. (2023). Problem posing and solving in mathematics. Ankara Pegem Academy.
Kargin, T. & Guldenoglu, I. B. (2021). Teaching mathematics in special education. Ankara: Pegem Academy.
Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Primary and secondary school mathematics: Teaching with a developmental approach (7th Edition). (S. Durmuş, Ed., & İ. Ö. Zembat, Trans.) Ankara: Nobel Akademik Yayıncılık Eğitim Danışmanlık Tic. Ltd. Sti. | | 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) | |
| | Workload Calculation | |
| Midterm Examination | 1 | 1 | 1 | | Final Examination | 1 | 2 | 2 | | Self Study | 1 | 1 | 1 | | Individual Study for Mid term Examination | 1 | 36 | 36 | | Individual Study for Final Examination | 40 | 1 | 40 | | Homework | 10 | 10 | 100 | |
| Contribution of Learning Outcomes to Programme Outcomes | | LO1 | 4 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 5 | 5 | 5 | 5 | 5 | 5 | | LO2 | 4 | 4 | 4 | 4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 3 | 3 | 3 | | LO3 | 3 | 3 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 3 | 3 | 3 | 3 | | LO4 | 4 | 4 | 4 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | | LO5 | 4 | 4 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 5 | 5 | 5 | 5 | 5 |
| | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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