GAZI UNIVERSITY INFORMATION PACKAGE - 2019 ACADEMIC YEAR

COURSE DESCRIPTION
Misconceptions in Teaching of Mathematics/İMÖ405
Course Title: Misconceptions in Teaching of Mathematics
Credits 2 ECTS 3
Course Semester 7 Type of The Course Compulsory
COURSE INFORMATION
 -- (CATALOG CONTENT)
 -- (TEXTBOOK)
 -- (SUPPLEMENTARY TEXTBOOK)
 -- (PREREQUISITES AND CO-REQUISITES)
 -- LANGUAGE OF INSTRUCTION
  Turkish
 -- COURSE OBJECTIVES
 -- COURSE LEARNING OUTCOMES
Understands mathematical error, difficulty and misconception.
Know the mathematical concepts and common misconceptions related to these concepts in the literature.
Applies questioning techniques to reveal the thinking processes of secondary school students.
Can produce solutions for misconceptions according to the characteristics of the subject area and individual differences of students.
 -- MODE OF DELIVERY
  The mode of delivery of this course is face to face.
 --WEEKLY SCHEDULE
1. Week  Introducing the content of the course
2. Week  Mathematical error, difficulty and misconception
3. Week  Misconceptions
4. Week  Common misconceptions associated with these concepts in the literature on numbers
5. Week  Common misconceptions associated with these concepts in the literature on numbers
6. Week  Common misconceptions associated with these concepts in the literature on numbers
7. Week  Geometric concepts and common misconceptions associated with these concepts in literature
8. Week  Midterm
9. Week  Common misconceptions associated with geometry in geometry and literature
10. Week  Common misconceptions associated with geometry in geometry and literature
11. Week  Common algebras related to algebra in algebra and literature
12. Week  Common algebras related to algebra in algebra and literature
13. Week  Common misconceptions related to measurement in measurement and literature
14. Week  Common misconceptions about statistics in statistics and literature
15. Week  An overview
16. Week  
 -- TEACHING and LEARNING METHODS
 -- ASSESSMENT CRITERIA
 
Quantity
Total Weighting (%)
 Midterm Exams
1
40
 Assignment
0
0
 Application
0
0
 Projects
0
0
 Practice
0
0
 Quiz
0
0
 Percent of In-term Studies  
40
 Percentage of Final Exam to Total Score  
60
 -- WORKLOAD
 Activity  Total Number of Weeks  Duration (weekly hour)  Total Period Work Load
 Weekly Theoretical Course Hours
14
2
28
 Weekly Tutorial Hours
0
 Reading Tasks
14
1
14
 Searching in Internet and Library
14
1
14
 Material Design and Implementation
0
 Report Preparing
0
 Preparing a Presentation
0
 Presentation
0
 Midterm Exam and Preperation for Midterm Exam
1
5
5
 Final Exam and Preperation for Final Exam
1
5
5
 Other (should be emphasized)
0
 TOTAL WORKLOAD: 
66
 TOTAL WORKLOAD / 25: 
2.64
 Course Credit (ECTS): 
3
 -- COURSE'S CONTRIBUTION TO PROGRAM
NO
 PROGRAM LEARNING OUTCOMES
1
2
3
4
5
1Acquire of scientific thinking skills.X
2Make research and investigation independently.X
3Acquire of carefully observing and analytically thinking skills.X
4Acquire of learning and teaching mathematics problems.X
5Comprehend, apply and explain the importance of mathematical concepts.X
6Develop the thinking, producing, argumenting and probing abilities.X
7Have the algorithm and sotftware writing abilities for solving computer supported problems.X
8Develop the ability of reaching information, evaluating and presenting information.X
9Improve yourself parallel to the developing technology.X
10They apply the most available teaching strategies, methods, and techniques considering the development characteristics of the middle school students, their individual differences, the approach and content of the elementary mathematics teaching program, and use the most effective measurement and evaluation techniques.X
11Relate the mathematical knowledge to the daily life and the other disciplines, and solve the problems that they meet through reasoning, esthetically, clearly and practically.X
12Prove a mathematical knowledge after the logical questioning process instead of accepting it directly.X
13Use the mathematical language and terminology correctly and effectively.X
14Have knowledge about the general structure of Turkish National Education System, the process of middle schools, and their duty at the administration and teaching mathematics.X
15Share their suggestions about the solution of the problems on the social and mathematical education with the concerned people.X
16Use the experience, knowledge and skills that they have had in the environment of school under the attributes that their profession requires.X
 -- NAME OF LECTURER(S)
   ( Related instructor)
 -- WEB SITE(S) OF LECTURER(S)
   ()
 -- EMAIL(S) OF LECTURER(S)
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