GAZI UNIVERSITY INFORMATION PACKAGE - 2019 ACADEMIC YEAR

COURSE DESCRIPTION
MATHEMATIC PEDAGOGICAL CONTENT KNOWLEDGE/4350112
Course Title: MATHEMATIC PEDAGOGICAL CONTENT KNOWLEDGE
Credits 3 ECTS 7.5
Semester 1 Compulsory/Elective Compulsory
COURSE INFO
 -- LANGUAGE OF INSTRUCTION
  Turkish
 -- NAME OF LECTURER(S)
   Prof. Yüksel DEDE
 -- WEB SITE(S) OF LECTURER(S)
  http://www.websitem.gazi.edu.tr/site/ydede
 -- EMAIL(S) OF LECTURER(S)
  ydede@gazi.edu.tr
 -- LEARNING OUTCOMES OF THE COURSE UNIT
understand pedagogical content knowledge framework
understand the theoretical frameworks concerning pedagogical content knowledge notion
understand the strategies which develop mathematics teachers pedagogical content knowledge
 -- 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  The notion of pedagogical content knowledge
2. Week  Pedagogical content knowledge framework in mathematics education: Lee Shulman and PCK framework
3. Week  Pedagogical content knowledge framework in mathematics education: Deborah Ball and MKT framework
4. Week  Pedagogical content knowledge framework in mathematics education: Tim Rowland and KQ framework
5. Week  Review and discussion
6. Week  Review and discussion
7. Week  Review and discussion
8. Week  Midterm Exam
9. Week  Review and discussion
10. Week  Review and discussion
11. Week  Student presentation
12. Week  Student presentation
13. Week  Student presentation
14. Week  Final Exam
15. Week  
16. Week  
 -- RECOMMENDED OR REQUIRED READING
  Kovarik, K. (2008). Mathematics educators and teachers perceptions of pedagogical content knowledge. Unpublished Doctorate Dissertation, Colombia University. Park, S., Oliver, J.S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as Professionals, Research in Science Education, 38, 261 284. Ponte, J. & Brunheira, L. (2001). Analysing practice in preservice mathematics teacher education, Mathematics Education Research Journal, 3, 16-27. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4 14.
 -- PLANNED LEARNING ACTIVITIES AND TEACHING METHODS
  Discussion, investigation and presentation
 -- WORK PLACEMENT(S)
  None
 -- ASSESSMENT METHODS AND CRITERIA
 
Quantity
Percentage
 Mid-terms
1
40
 Assignment
0
0
 Exercises
0
0
 Projects
0
0
 Practice
0
0
 Quiz
0
0
 Contribution of In-term Studies to Overall Grade  
40
 Contribution of Final Examination to Overall Grade  
60
 -- 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
4
10
40
 Searching in Internet and Library
4
10
40
 Designing and Applying Materials
0
 Preparing Reports
10
3
30
 Preparing Presentation
2
5
10
 Presentation
1
5
5
 Mid-Term and Studying for Mid-Term
1
10
10
 Final and Studying for Final
1
10
10
 Other
0
 TOTAL WORKLOAD: 
187
 TOTAL WORKLOAD / 25: 
7.48
 ECTS: 
7.5
 -- COURSE'S CONTRIBUTION TO PROGRAM
NO
 PROGRAM LEARNING OUTCOMES
1
2
3
4
5
1X
2X
3X
4
5X
6X
7X
8X
9X
10X