Bayburt University Lifelong Learning Programme

Description of Individual Course Units

Course Unit Code	Course Unit Title	Type of Course Unit	Year of Study	Semester	Number of ECTS Credits
MEY123Y	Number Sense in Preschool	Elective	1	1	6

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.

Mode of Delivery

Normal Education

Prerequisites and co-requisities

none

Recommended Optional Programme Components

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

Week	Theoretical	Practice	Laboratory
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

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

Assessment Methods and Criteria

Term (or Year) Learning Activities	Quantity	Weight
Midterm Examination	1	100
SUM		100
End Of Term (or Year) Learning Activities	Quantity	Weight
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

Workload Calculation

Activities	Number	Time (hours)	Total Work Load (hours)
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
TOTAL WORKLOAD (hours)			171

Contribution of Learning Outcomes to Programme Outcomes

	PO 1	PO 2	PO 3	PO 4	PO 5	PO 6	PO 7	PO 8	PO 9	PO 10	PO 11	PO 12	PO 13	PO 14
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

* Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High