MATHEMATICS (TURKISH, PHD) | |||||
PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
MAT5032 | Curriculum Studies in Mathematics | Fall | 3 | 0 | 3 | 12 |
The course opens with the approval of the Department at the beginning of each semester |
Language of instruction: | Tr |
Type of course: | Departmental Elective |
Course Level: | |
Mode of Delivery: | Face to face |
Course Coordinator : | Prof. Dr. TUFAN ADIGÜZEL |
Course Objectives: | The aim of this course is to provide the students comprehend theoretical frame about curriculum, curriculum development approaches and models, processes, elements and these relationships; design curriculum at a subject area. |
The students who have succeeded in this course; 1. Describe major concepts about curriculum 2. Comprehend the relationship between curriculum and other sciences 3. Comprehend the relationship between the curriculum elements 4. Compare the basic curriculum development approaches 5. Analyze the basic curriculum models 6. Prepare the curriculum design 7. Examine the curriculum with specific criteria 8. Be aware of national and international contemporary issues in curriculum |
The fundamentals of curriculum development, The curriculum design, Models of curriculum development, Needs assessment and Taxonomy of objectives in school mathematics curricula, |
Week | Subject | Related Preparation | |
1) | Orientation: Rules and needs of the course | ||
2) | Basic terms, Educational System | ||
3) | The fundamentals of curriculum development | ||
4) | The curriculum design | ||
5) | Models of curriculum development | ||
6) | Needs assessment | ||
7) | Taxonomy of objectives | ||
8) | Writing the educational aims and objectives | ||
9) | Content analysis | ||
10) | Designing teaching and learning process | ||
11) | Measurement and evaluation | ||
12) | Applying and evaluation of curriculum | ||
13) | Review of literature | ||
14) | Curriculum designs |
Course Notes: | Meyer, M. & Langrall, C. (2008). A decade of middle school mathematics curriculum implementation. Charlotte, NC: Information Age Publishing. National Council for Teachers of Mathematics (2006). Curriculum focal points for prekindergarten through grade 8 mathematics. Reston, VA: NCTM. |
References: |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Laboratory | % 0 | |
Application | % 0 | |
Field Work | % 0 | |
Special Course Internship (Work Placement) | % 0 | |
Quizzes | % 0 | |
Homework Assignments | 3 | % 30 |
Presentation | % 0 | |
Project | 1 | % 25 |
Seminar | % 0 | |
Midterms | % 0 | |
Preliminary Jury | % 0 | |
Final | 1 | % 35 |
Paper Submission | % 0 | |
Jury | % 0 | |
Bütünleme | % 0 | |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Laboratory | 0 | 0 | 0 |
Application | 0 | 0 | 0 |
Special Course Internship (Work Placement) | 0 | 0 | 0 |
Field Work | 0 | 0 | 0 |
Study Hours Out of Class | 4 | 5 | 20 |
Presentations / Seminar | 0 | 0 | 0 |
Project | 1 | 30 | 30 |
Homework Assignments | 3 | 16 | 48 |
Quizzes | 0 | 0 | 0 |
Preliminary Jury | 0 | ||
Midterms | 0 | 0 | 0 |
Paper Submission | 0 | ||
Jury | 0 | ||
Final | 1 | 50 | 50 |
Total Workload | 190 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution |