| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | MEY125Y | New Approaches in Teaching Analysis | Elective | 1 | 1 | 6 |
|
| Level of Course Unit |
| Second Cycle |
| Objectives of the Course |
| Teaching Department of Elementary Mathematics Teacher Education where analysis lectures using Mathematical modeling,Learning technology-based,Learning,visulazitions, activity-based conceptions.Morever, Analysis lectures in Department of Elementary Mathematics Teacher Education which express , explain and produce solutions with mathematical language the real life problems in a manner which allows the use of various mathematical methods. |
| Name of Lecturer(s) |
| Prof. Dr. Rabil AYAZOĞLU |
| Learning Outcomes |
| 1 | Students are able to comprehend basic in Analysis teaching concepts, | | 2 | İlköğretim matematik öğretmenliği lisans öğretimindeki Analiz dersini yeni yaklaşımları araştırabilme. | | 3 | Students are able to research relations between elementary geometry teaching and other disciplines using Analysis teaching concepts | | 4 | Students are able to gain mathematical modeling skill and develop these skills in Analysis lectures and take advantage of technology in Analysis lectures. |
|
| Mode of Delivery |
| Normal Education |
| Prerequisites and co-requisities |
| none |
| Recommended Optional Programme Components |
|
| Course Contents |
|
| Weekly Detailed Course Contents |
|
| 1 | Learning number of conceptions with activity based-learning | | | | 2 | Geometrical calculations without using formulas (Harmonic, Geometric and Arithmetic Mean) using analysis lectures with visulazition learning | | | | 3 | Mathematical modeling, Learning technology-based,Learning activity-based conceptions | | | | 4 | Correlation concept with technology based-learning | | | | 5 | Function concept with technology based-learning | | | | 6 | Limit concept of teaching using mathematical modelling | | | | 7 | Derivative concept of teaching using with mathematical modelling | | | | 8 | Midterm exam | | | | 9 | Geometrical applications of derivative using visulazition learning | | | | 10 | Teaching of indefinite integral concept using technology based-learning | | | | 11 | Teaching of definite integral concept using technology based-learning | | | | 12 | Teaching of indefinite integral concept using mathematical modelling | | | | 13 | Teaching Geometrical applications of definite integral using technology based-learning | | | | 14 | Teaching with visulazition geometrical applications of definite integral using numerical analysis methods | | | | 15 | Final | | |
|
| Recommended or Required Reading |
| • Altun Altun, M. (2010). Eğitim Fakülteleri ve İlköğretim Öğretmenleri İçin Matematik Öğretimi, İstanbul: Alfa Yayınları, ISBN 975-96523-0-7Önerilen Kaynaklar:
Altun, M. (2010). İlköğretim İkinci Kademede ( 6, 7 ve 8. Sınıflarda) Matematik Öğretimi, İstanbul: Alfa Yayınları, ISBN 975-96523-0-7.
Özalp, N. (2006). Matematiksel Modelleme (Fen, Mühendislik ve Sosyal Bilimlerde), Ankara: Gazi Kitabevi, ISBN 9789756009697. |
| 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) | |
|
| Workload Calculation |
|
| Midterm Examination | 1 | 1 | 1 |
| Final Examination | 1 | 2 | 2 |
| Attending Lectures | 14 | 1 | 14 |
| Practice | 14 | 2 | 28 |
| Self Study | 14 | 2 | 28 |
| Individual Study for Mid term Examination | 14 | 1 | 14 |
| Individual Study for Final Examination | 14 | 2 | 28 |
| Reading | 14 | 2 | 28 |
| Homework | 14 | 2 | 28 |
|
| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 4 | 4 | 4 | 3 | 3 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 4 | 4 | | LO2 | 4 | 4 | 4 | 3 | 3 | 3 | 3 | 3 | 3 | 4 | 4 | 4 | 4 | 5 | | LO3 | 5 | 5 | 4 | 4 | 4 | 4 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 4 | | LO4 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 |
|
| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
 |
| |