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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 | | MEY120Y | Mathematics Education for Young Children | Elective | 1 | 2 | 6 |
| | Level of Course Unit | | Second Cycle | | Objectives of the Course | | The aim of this course is to have general knowledge about mathematics thinking, mathematics education and its importance in early childhood mathematics, planning and implementation of mathematics activities for pre-school children and various mathematics education programs. | | Name of Lecturer(s) | | Dr.Öğr. Üyesi Cansu TUTKUN | | Learning Outcomes | | 1 | Students know the development of mathematical thinking skills in early childhood | | 2 | 2. Students use appropriate methods and techniques in teaching mathematics concepts. | | 3 | 3. The students tell the activities that will provide the development of mathematics and apply them. | | 4 | 4. Students apply mathematical concepts by integrating them with other activities. | | 5 | 5. Students apply the activities in accordance with the development of children. | | 6 | 6. Students evaluate the prepared and prepared mathematics activities. |
| | Mode of Delivery | | Normal Education | | Prerequisites and co-requisities | | | Recommended Optional Programme Components | | | Course Contents | | Definition and importance of mathematics in early childhood, principles and standards in mathematics education; techniques and methods of teaching mathematics concepts and scientific thinking skills; mathematics education and play; mathematics concepts (building blocks, STEM, GEMS), basic mathematical concepts, problem solving, matching-comparison-classification-order-pattern creation, numbers and counting stages, symbols, operations, geometry, location in space, measurement, data analysis-graphics / probability, planning and implementation of mathematics activities. | | Weekly Detailed Course Contents | |
| 1 | The aim of the course | | | | 2 | Definition and importance of mathematics in early childhood | | | | 3 | Principles and standards in mathematics education | | | | 4 | Techniques and methods of teaching mathematical concepts and scientific thinking skills | | | | 5 | Mathematics education and play | | | | 6 | Mathematics programs (Building Blocks, STEM, GEMS, Math and Science, Big Maths for Little Kids) | | | | 7 | Problem solving in early childhood | | | | 8 | Matching-comparing-classification-sorting-pattern | | | | 9 | Matching-comparing-classification-sorting-pattern | | | | 10 | Numbers and numbers, teaching phase of number concept | | | | 11 | Geometry, location | | | | 12 | Measurement, data analysis-graphics / probability | | | | 13 | Planning and implementation of mathematics activities. | | | | 14 | Planning and implementation of mathematics activities. | | |
| | 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 | |
| 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 | 3 | 42 | | Reading | 14 | 3 | 42 | | Homework | 14 | 2 | 28 | |
| Contribution of Learning Outcomes to Programme Outcomes | | LO1 | 4 | 4 | 5 | 5 | 5 | 4 | 4 | 4 | 5 | 5 | 5 | 4 | 4 | 4 | | LO2 | 4 | 4 | 5 | 5 | 5 | 3 | 4 | 4 | 4 | 4 | 5 | 4 | 4 | 4 | | LO3 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 5 | 5 | 5 | 5 | 5 | 4 | 4 | | LO4 | 4 | 4 | 4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO5 | 4 | 4 | 4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO6 | 5 | 4 | 4 | 4 | 5 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 |
| | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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