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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 | | MEY108Y | Affective Features in Mathematics Education | Elective | 1 | 2 | 6 |
| | Level of Course Unit | | Second Cycle | | Objectives of the Course | | At the end of this course, students will recognize and associate affective features related to mathematics education. | | Name of Lecturer(s) | | Doç.Dr.Mesut ÖZTÜRK | | Learning Outcomes | | 1 | Recognizes the affective features associated with mathematics education. | | 2 | Affects knows the relationships between features and realizes its connection with mathematics education. | | 3 | Will know the importance of some concepts in psychology for mathematics education. | | 4 | Will be able to do studies in which psychology concepts in mathematics education can be used. |
| | Mode of Delivery | | Normal Education | | Prerequisites and co-requisities | | no | | Recommended Optional Programme Components | | | Course Contents | | They will know concepts such as mathematical confidence, belief, self-efficacy, anxiety, attitude, values, motivation and will associate them with mathematics. | | Weekly Detailed Course Contents | |
| 1 | Introduction to the course | | | | 2 | Beliefs in Mathematics Education | | | | 3 | Mathematical Confidence | | | | 4 | Mathematics Self-Efficacy | | | | 5 | Mathematics Self-Efficacy (Algebra self-efficacy, problem-solving self-efficacy, …) | | | | 6 | Math Anxiety | | | | 7 | Math Anxiety | | | | 8 | Midterm exam | | | | 9 | Usefulness of Mathematics | | | | 10 | Math attitude | | | | 11 | Values in Mathematics Education | | | | 12 | Mathematical Resilience | | | | 13 | Math Motivation | | | | 14 | General evaluation of the course | | | | 15 | Final Exam | | |
| | Recommended or Required Reading | | • Dede, Y., & Karakuş, F. (2014). Matematik öğretmeni adaylarının matematiğe yönelik inançları üzerinde öğretmen eğitimi programlarının etkisi. Kuram ve Uygulamada Eğitim Bilimleri, 14(2), 791-809.
• Doruk, M., Öztürk, M., & Kaplan, A. (2016). Ortaokul öğrencilerinin matematiğe yönelik öz-yeterlik algılarının belirlenmesi: Kaygı ve tutum faktörleri. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, 6(2), 283–302.
• Ertekin, E. & Dilmaç, B. (2021). Matematiğin duyuşsal özellikleri. Ankara: Pegem Akademi
• Sevgi, S., & Yakışıklı, Z. (2020). Ortaokul öğrencilerinin matematik öz-yeterlik algılarının ve matematiğe yönelik tutumlarının incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 16(2), 394-416.
• Uçar, Z. T., & Demirsoy, N. H. (2010). Eski-yeni ikilemi: Matematik öğretmenlerinin matematiksel inançları ve uygulamaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(39), 321-332. | | 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 | 1 | 1 | | Final Examination | 1 | 2 | 2 | | Attending Lectures | 14 | 2 | 28 | | Individual Study for Mid term Examination | 14 | 2 | 28 | | Individual Study for Final Examination | 14 | 4 | 56 | | Reading | 14 | 3 | 42 | | Homework | 14 | 2 | 28 | |
| Contribution of Learning Outcomes to Programme Outcomes | | LO1 | 5 | 4 | 4 | 5 | 5 | 5 | 4 | 4 | 4 | 5 | 5 | 5 | 5 | 3 | | LO2 | 3 | 3 | 3 | 4 | 4 | 4 | 4 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | | LO3 | 4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | | LO4 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 5 | 5 | 5 | 5 | 5 | 5 |
| | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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