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Description of Individual Course Units| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | OEA2062013332 | EDUCATIONAL MATHEMATICS | Compulsory | 2 | 4 | 5 |
| | Level of Course Unit | | First Cycle | | Objectives of the Course | | Saying mathematical concepts in preschool childhood,
Understanding the development of mathematical thinking skills Pre-school
Knowledge of appropriate methods and techniques of teaching math concepts
Understanding their role as a teacher in the development of mathematical concepts and children
saying and pratice activites for developing child’s mathematical concepts | | Name of Lecturer(s) | | Yrd. Doç. Dr. Hatice DARGA | | Learning Outcomes | | 1 | the students will be able to have basic content knowledge and practice for early childhood period | | 2 | Plan educational process intended to support development and learning | | 3 | Organize healthy, supportive and stimulative educational environment | | 4 | Choose, use and prepare material | | 5 | Use alternative and effective learning methods in early childhood period | | 6 | Conduct educational activities considering individual differences | | 7 | Communicate with the families and provide family involvement | | 8 | Work in collaboration with family, school and society | | 9 | Work in collaboration with family, school and society | | 10 | Evaluate education program | | 11 | Monitor and evaluate children in different ways | | 12 | Develop effective communication skills | | 13 | Develop awareness for daily usage of information technology | | 14 | Develop skills related to research, exploration and creating alternative solutions | | 15 | develop sense of aesthetics and selectivity skills | | 16 | Have scientific and professional ethic value | | 17 | Plan, comment on research and make inferences |
| | Mode of Delivery | | Formal Education | | Prerequisites and co-requisities | | None | | Recommended Optional Programme Components | | None | | Course Contents | | Concept development in child
2. Week cognitive development theories
3. Week Characteristics, principals and standarts of mathematics
4. Week Development of mathematic teaching in pre-school education
5. Week mathematics instruction in preschool programs
6. Week Teaching of mathematic concepts and abilities: classification comparison pairing arranging
7. Week Number concept, Addition and subtraction activities
8. Week Midterm Exams
9. Week spatial concept,geometric shapes and patterns
10. Week Graphs and measuring activities in preschool mathematic instruction
11. Week Assessment in preschool mathematic education
12. Week Examples of activities for pre-school education to develop mathematical concepts
13. Week Examples of activities for pre-school education to develop mathematical concepts
14. Week Examples of activities for pre-school education to develop mathematical concepts
15. Week Assessment | | Weekly Detailed Course Contents | |
| 1 | Concept development in child
| Listening and interpretation,
Observation | | | 2 | 2. Week cognitive development theories | Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 3 | 3. Week Characteristics, principals and standarts of mathematics | Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 4 | 4. Week Development of mathematic teaching in pre-school education
| Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 5 | 5. Week mathematics instruction in preschool programs | Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 6 | 6. Week Teaching of mathematic concepts and abilities: classification comparison pairing arranging | Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 7 | 7. Week Number concept, Addition and subtraction activities | Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 8 | 8. Week Midterm Exams | | | | 9 | 9. Week spatial concept,geometric shapes and patterns
| Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 10 | 10. Week Graphs and measuring activities in preschool mathematic instruction | Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 11 | 11. Week Assessment in preschool mathematic education
| Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 12 | 12. Week Examples of activities for pre-school education to develop mathematical concepts
| Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 13 | 13. Week Examples of activities for pre-school education to develop mathematical concepts | Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 14 | 14. Week Examples of activities for pre-school education to develop mathematical concepts | Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 15 | 15. Week Assessment | | | | 16 | | | |
| | Recommended or Required Reading | | 1. Aktaş Arnas Y, 2004. Okul Öncesi Dönemde Matematik Eğitimi. Nobel Kitabevi, Adana. 2. Güven Y, 2000. Erken çocukluk döneminde sezgisel düşünme ve matematik,İstanbul: Yapa Yayıncılık 3.Akman, B. (Ed.) (2010). Okul öncesinde matematik eğitimi. Ankara: PegemA Yayıncılık. Güven, Y. (2005). Erken çocuklukta matematiksel düşünme ve matematiği öğrenme. İstanbul: Küçük adımlar eğitim yayınları | | Planned Learning Activities and Teaching Methods | | | Assessment Methods and Criteria | |
| SUM | 0 | |
| SUM | 0 | | Yarıyıl (Yıl) İçi Etkinlikleri | 60 | | Yarıyıl (Yıl) Sonu Etkinlikleri | 40 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | None |
| | Workload Calculation | |
| Midterm Examination | 1 | 1 | 1 | | Final Examination | 1 | 1 | 1 | | Makeup Examination | 1 | 1 | 1 | | Attending Lectures | 12 | 2 | 24 | | Practice | 3 | 11 | 33 | | Team/Group Work | 1 | 3 | 3 | | Demonstration | 10 | 2 | 20 | | Brain Storming | 12 | 1 | 12 | | Role Play/Dramatization | 8 | 1 | 8 | | Individual Study for Mid term Examination | 1 | 20 | 20 | | Individual Study for Final Examination | 1 | 20 | 20 | |
| Contribution of Learning Outcomes to Programme Outcomes | | LO1 | 3 | 3 | 3 | 4 | 3 | 3 | 4 | | LO2 | 3 | 4 | 3 | 4 | 3 | 4 | 3 | | LO3 | 3 | 4 | 3 | 3 | 3 | 4 | 4 | | LO4 | 4 | 3 | 3 | 3 | 3 | 4 | 3 | | LO5 | 4 | 3 | 3 | 3 | 4 | 3 | 4 | | LO6 | 4 | 4 | 4 | 4 | 4 | 4 | 3 | | LO7 | 3 | 4 | 4 | 4 | 4 | 4 | 3 | | LO8 | 4 | 5 | 4 | 3 | 4 | 3 | 5 | | LO9 | 3 | 3 | 5 | 4 | 3 | 4 | 4 | | LO10 | 4 | 4 | 3 | 4 | 4 | 3 | 4 | | LO11 | 3 | 3 | 4 | 4 | 3 | 4 | 3 | | LO12 | 3 | 3 | 4 | 3 | 3 | 3 | 4 | | LO13 | 3 | 3 | 3 | 4 | 4 | 4 | 4 | | LO14 | 3 | 4 | 4 | 4 | 4 | 5 | 4 | | LO15 | 3 | 3 | 3 | 4 | 4 | 4 | 4 | | LO16 | 4 | 4 | 4 | 3 | 3 | 3 | 4 | | LO17 | 4 | 5 | 3 | 3 | 4 | 4 | 4 |
| | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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