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Description of Individual Course UnitsCourse Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | SIE120 | Mathematics Learning Difficulties | Elective | 1 | 2 | 6 |
| Level of Course Unit | Second Cycle | Objectives of the Course | The course has two objectives. The first aim is to provide graduate students with information about the place and importance of mathematics learning disabilities in learning disabilities. The second aim is to gain knowledge and experience about the characteristics, diagnosis, evaluation and mathematics teaching of students with mathematics learning difficulties. | Name of Lecturer(s) | Dr. Öğr. Üyesi Tunahan Filiz | Learning Outcomes | 1 | Knows the definition, characteristics and prevalence of learning disabilities and how students are diagnosed and assessed. | 2 | Knows the definition and characteristics of mathematics learning disabilities and how students are diagnosed and evaluated. | 3 | Knows the methods and approaches commonly used in teaching mathematics to students with mathematics learning difficulties. | 4 | Knows what are the difficulties encountered in teaching number and four operations to students with mathematics learning difficulties and how to teach to overcome these difficulties. | 5 | Knows the difficulties encountered in teaching problem solving, geometry and measurement to students with mathematics learning difficulties and how to teach to overcome these difficulties. |
| Mode of Delivery | Normal Education | Prerequisites and co-requisities | None | Recommended Optional Programme Components | None | Course Contents | A student who takes this course will experience the difficulties that students with mathematics learning difficulties have in basic mathematics subjects and what kind of education should be done to overcome these difficulties. | Weekly Detailed Course Contents | |
1 | The aim of the course, importance, content, introduction of the course and general principles related to the conduct of the course | | | 2 | Definition, types, characteristics, causes and prevalence of learning disabilities | | | 3 | Definition of math learning disability and characteristics of students with math learning disability | | | 4 | Diagnosis and assessment of students with mathematics learning disabilities | | | 5 | Students at risk for math learning disabilities and their characteristics | | | 6 | Methods and strategies used in teaching mathematics to students with mathematics learning difficulties | | | 7 | Number teaching and difficulties encountered | | | 8 | Midterm Exam | | | 9 | Addition teaching and difficulties encountered | | | 10 | Subtraction teaching and difficulties encountered | | | 11 | Multiplication teaching and difficulties encountered | | | 12 | Teaching division and difficulties encountered | | | 13 | Teaching problem solving and challenges | | | 14 | Geometry teaching and difficulties encountered | | | 15 | Measurement teaching and challenges | | |
| Recommended or Required Reading | Bender, W. N. (2016). Individuals with learning disabilities and their education (6th bs.). (H. Sarı, Çev.). Ankara: Nobel Academic Publishing.
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics: Teaching developmentally (7th ed.). Pearson
Witzel, B.S. & Little, M. E. (2016). Elementary mathematics instruction for struggling children
Haylock, D., & Cockburn, A. (2013). Understanding mathematics for young children (4th ed.). Sage.
Kargın, T., & Güldenoğlu, B. (2021). Mathematics teaching in special education. Pegem.
Kurnaz, A. & Sarı, H. (2020). Students with learning disabilities and their education. Ankara: Pegem Akademi.
Mutlu, Y., Olkun, S., Akgün, L., & Sarı, H. (2020). Dyscalculia: Definition, characteristics, prevalence, causes and diagnosis of mathematics learning disability. Ankara: Pegem Akademi Publishing.
Kelly, K. (2021). Diagnosing, assessing, and supporting students with dyscalculia (Y. Mutlu & S. Olkun, Eds.). Ankara: Vizetek Publishing. | 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 | 40 | End Of Term (or Year) Learning Activities | 60 | SUM | 100 |
| Language of Instruction | Turkish | Work Placement(s) | None |
| Workload Calculation | |
Midterm Examination | 1 | 1 | 1 | Final Examination | 1 | 1 | 1 | Attending Lectures | 14 | 2 | 28 | Practice | 5 | 2 | 10 | Discussion | 14 | 2 | 28 | Brain Storming | 14 | 2 | 28 | Criticising Paper | 14 | 2 | 28 | Self Study | 14 | 2 | 28 | Reading | 14 | 2 | 28 | |
Contribution of Learning Outcomes to Programme Outcomes | | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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