| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | MEY101Y | Psychological Foundations of Mathematics Education | Elective | 1 | 1 | 6 |
|
| Level of Course Unit |
| Second 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 | Students will know some concepts in cognitive psychology. | | 2 | Students will be able to understand the concepts of cognitive psychology in mathematics education. | | 3 | Students will be able to understand the importance of mathematics education of some concepts in cognitive psychology. | | 4 | Students will be able to academic studies used the concepts of cognitive psychology in mathematics education. |
|
| 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 | Motivation in Mathematics Education | | | | 3 | Attitude in Mathematics Education | | | | 4 | Anxiety in Mathematics Education | | | | 5 | Self-Efficacy in Mathematics Education | | | | 6 | Self-Regulation in Mathematics Education | | | | 7 | Metacognition in Mathematics Education | | | | 8 | Midterm exam | | | | 9 | Creativity in Mathematics Education | | | | 10 | Abstraction in Mathematics Education | | | | 11 | Mental Imagery in Mathematics Education | | | | 12 | Cognitive Distortion and Authomatics Thinking in Mathematics Education | | | | 13 | Thinking and Making Decision | | | | 14 | Perceived in Mathematics Education | | | | 15 | Artifical Intelligence in Mathematics Education | | | | 16 | Final Exam | | |
|
| Recommended or Required Reading |
| Akın, A. (2013). Güncel psikolojik kavramlar 1: Pozitif psikoloji. Sakaya: Sakarya Üniversitesi Eğitim Bilimleri Enstitüsü
Goldstein, E. B. (2013). Bilişsel Psikoloji. (Çev. O. Gündüz) İstanbul: Kaknüs Yayınları.
Öztürk, M., Sairkaya, İ. & Özgöl, M. (2024). Matematik eğitiminin psikolojik temelleri. Pegem Akademi. |
| 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 | 30 | | End Of Term (or Year) Learning Activities | 70 | | SUM | 100 |
| | Language of Instruction | | | Work Placement(s) | | no |
|
| Workload Calculation |
|
| Midterm Examination | 1 | 2 | 2 |
| Final Examination | 1 | 2 | 2 |
| Field Work | 14 | 3 | 42 |
| Individual Study for Mid term Examination | 1 | 30 | 30 |
| Individual Study for Final Examination | 1 | 20 | 20 |
| Reading | 14 | 3 | 42 |
| Homework | 14 | 3 | 42 |
|
| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 1 | 3 | 3 | 1 | 4 | 4 | 1 | 4 | 1 | 1 | 3 | 4 | 4 | 1 | | LO2 | 1 | 3 | 3 | 1 | 4 | 4 | 1 | 4 | 1 | 1 | 3 | 3 | 3 | 1 | | LO3 | 1 | 4 | 2 | 1 | 4 | 4 | 1 | 3 | 1 | 1 | 2 | 4 | 2 | 1 | | LO4 | 1 | 3 | 4 | 1 | 5 | 3 | 1 | 3 | 1 | 1 | 2 | 3 | 3 | 1 |
|
| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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