GAZI UNIVERSITY INFORMATION PACKAGE - 2019 ACADEMIC YEAR

COURSE DESCRIPTION
QUALITATIVE RESEARCHS IN MATHEMATICS EDUCATION/1440037
Course Title: QUALITATIVE RESEARCHS IN MATHEMATICS EDUCATION
Credits 3 ECTS 7.5
Semester 1 Compulsory/Elective Elective
COURSE INFO
 -- LANGUAGE OF INSTRUCTION
  Türkçe
 -- NAME OF LECTURER(S)
  Prof. Yüksel DEDE
 -- WEB SITE(S) OF LECTURER(S)
  www.gazi.edu.tr/ydede
 -- EMAIL(S) OF LECTURER(S)
  ydede@gazi.edu.tr
 -- LEARNING OUTCOMES OF THE COURSE UNIT
Students should be able to explain the aims and methods of research in mathmeatics
Students should be able to explain the nature of qualitative research
Students should be able to choose and apply reqired methods for qualitative research
Students should be able to analyse and report data gathered by qualitative research
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 -- MODE OF DELIVERY
  The mode of delivery of this course is Face to face
 -- PREREQUISITES AND CO-REQUISITES
  There is no prerequisite or co-requisite for this course.
 -- RECOMMENDED OPTIONAL PROGRAMME COMPONENTS
  There is no recommended optional programme component for this course.
 --COURSE CONTENT
1. Week  Introduction
2. Week  Purposes And Methods Of Research In Mathematics Education
3. Week  Qualitative Research Designs
4. Week  Qualitative Research Process
5. Week  Sampling in Qualitative Research
6. Week  Interview
7. Week  Focus group interview, observation and document analysis
8. Week  Qualitative data analysis, validity and reliability in Qualitative Research
9. Week  Case study and action research
10. Week  Midterm
11. Week  Grounded theory
12. Week  Presentations
13. Week  Presentations
14. Week  Presentations
15. Week  Presentations
16. Week  Course evaluation
 -- RECOMMENDED OR REQUIRED READING
  Yıldırım, A., ve Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri, Seçkin yayınları Punch, K. (2005). Introduction to Social Research
 -- PLANNED LEARNING ACTIVITIES AND TEACHING METHODS
  Lecture, Question & Answer, Demonstration, Drill - Practise
 -- WORK PLACEMENT(S)
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 -- ASSESSMENT METHODS AND CRITERIA
 
Quantity
Percentage
 Mid-terms
1
25
 Assignment
1
25
 Exercises
0
0
 Projects
1
25
 Practice
0
0
 Quiz
0
0
 Contribution of In-term Studies to Overall Grade  
75
 Contribution of Final Examination to Overall Grade  
25
 -- WORKLOAD
 Efficiency  Total Week Count  Weekly Duration (in hour)  Total Workload in Semester
 Theoretical Study Hours of Course Per Week
14
3
42
 Practising Hours of Course Per Week
0
 Reading
14
4
56
 Searching in Internet and Library
14
5
70
 Designing and Applying Materials
0
 Preparing Reports
3
4
12
 Preparing Presentation
1
5
5
 Presentation
1
3
3
 Mid-Term and Studying for Mid-Term
0
 Final and Studying for Final
0
 Other
0
 TOTAL WORKLOAD: 
188
 TOTAL WORKLOAD / 25: 
7.52
 ECTS: 
7.5
 -- COURSE'S CONTRIBUTION TO PROGRAM
NO
 PROGRAM LEARNING OUTCOMES
1
2
3
4
5
1To be able to have fund of knowledge in the content of Mathematics Teaching, to develop hypothetical and implemental knowledge acquired on expert-level and producing new information by connecting it with knowledge of other fieldsX
2To be able to produce and implement solutions to the problems those require expertise in Mathematics Teaching by using quantitive and qualitative scientific research methods, to be able to work independently and take responsibilityX
3To be able to develop new approaches, design methods and teamwork for the unpredictable complicated situationsX
4To be able to evaluate the information about Mathematics Teaching critically, leading and guiding learning, and gaining lifelong learning capabilityX
5To be able to share and discuss the information and findings of Mathematics Teaching in written or orally in both national and international meetings, evaluating current issues by considering the country facts, developing strategy, policy and implementation programs about related topics and evaluating the results in respect to quality.X
6Knows the basic theories, their main tenets and their different uses in education and mathematics education, and makes cross comparisons.X
7Knows the structure of national 1-8 mathematics curricula and their theoretical underpinnings, makes cross comparisons with international well-known curricula and conceptualize different levels of curriculum development process.X
8Uses the knowledge, experience and problem solving skills, which was gained in mathematics education field, in interdisciplinary studies through the guidance of knowledge gained from his/her own area and from other disciplinesX
9To be able to prepare teaching materials and search effectiveness of it.X
10To be able to become information and conscious about social responsibility and ethical values in the field.X