The Elementary Mathematics Education Undergraduate Program aims to train qualified mathematics teachers equipped with pedagogical formation and field-specific expertise for the middle school level (grades 5-8). The curriculum is structured to provide students with theoretical knowledge and practical teaching skills through modern approaches such as mathematical modeling and technology-integrated instruction. The education process is designed in alignment with the Turkish Higher Education Qualifications Framework (TYYÇ) Level 6 requirements and utilizes the European Credit Transfer System (ECTS). In addition to core academic courses, the program incorporates school experience and teaching practice modules to ensure professional readiness in the field of mathematics education.
The mission of the Elementary Mathematics Education Undergraduate Program is to train teachers for the middle school level (grades 5-8) who adhere to professional ethical values and internalize the principle of equal opportunity in education. In alignment with the institutional mission, our primary goal is to cultivate individuals who prioritize public interest, possess a high sense of social responsibility, and can transform learning outcomes into professional practices. Instead of subjective claims, the program adopts a scientific educational approach based on achieving defined professional competencies and demonstrating outcome-oriented success in learning processes.
The Elementary Mathematics Education Undergraduate Program offers a four-year curriculum designed to train expert teachers specialized in teaching mathematics at the middle school level. The syllabus provides a balanced distribution among field-specific, pedagogical, and general culture modules, with a credit ratio of approximately 70% mandatory and 30% elective courses. Integrating theoretical knowledge and practical components in a modular structure, the program prepares graduates as academically and professionally competent elementary mathematics teachers.
| No | Program Requirements |
|---|---|
| 1 | By using mathematical language and terminology correctly and effectively, the student has knowledge about the nature, source, historical development and limits of basic concepts and approaches and interprets their reflections in the field. |
| 2 | The student follows the developments in mathematics education in our country and in the world, and takes into account the cognitive and affective student characteristics required by the mathematics curriculum. |
| 3 | The student plans, applies and evaluates the lesson by using teaching methods and techniques and instructional materials effectively by determining different appropriate resources according to the characteristics of mathematics subjects and carries the teaching beyond the boundaries of the school. |
| 4 | The student knows the context of technological pedagogical content knowledge for mathematics and has knowledge about how to use information and communication technologies in mathematics education and training. |
| 5 | The student identifies the facts related to mathematics, mathematics teaching and the teaching profession in and out of school, evaluate them with a critical approach, conceptualize them, examine them with scientific methods and interpret them with current technologies. |
| 6 | Is aware of the theoretical foundations (philosophical, sociological, psychological, historical, legal, economic, etc.) on which education is based and reflects these theories in their practices. |
| 7 | Is aware of the attitude, responsibility, and ethical values related to the teaching profession and behaves accordingly. |
| 8 | Plans, implements, and evaluates the learning-teaching process effectively, considering the curricula' basic concepts, principles, and characteristics. |
| 9 | Designs and manages an effective and supportive learning environment based on learning and teaching theory, approach, strategy, methods, and instructional technologies in creating the learning-teaching process. |
| 10 | Follows the innovation, development, and 21st-century skills in the teaching profession and reflects these developments and skills to research and practice based on scientific principles. |
| 11 | Uses Turkish properly and effectively per the rules and communicates well with students. |
| 12 | Adheres to Atatürk's Principles and Revolutions and exhibits attitudes and behaviors toward democracy, human rights, and Turkish national, moral, and cultural values. |
| 13 | Knows at least one foreign language at a level to monitor and communicate with colleagues. |
| 14 | Is aware of the importance of willing and active participation in cultural, social, environmental, artistic and sportive activities for the teaching profession, to be an effective global citizen. |
| 15 | Acts sensitively to local and global events and developments and participates in projects and activities to support society's development, with a sense of social responsibility. |
Graduates who successfully complete the undergraduate program may apply for Master’s (with or without thesis) and PhD programs in mathematics education, educational sciences, or other related disciplines. Admission is based on criteria including ALES scores (minimum 55 in the relevant field), Foreign Language proficiency (YDS/YÖKDİL or equivalent), and undergraduate CGPA.
Student achievement in the program is assessed through midterms, final exams, projects, portfolio presentations, and in-class teaching simulations. Within the general assessment policy, midterm exams and related activities (assignments, quizzes, projects) contribute 40%, while the final exam contributes 60% to the final grade. In practical courses and presentations, assessments are conducted using pre-announced 'performance rubrics/criteria.' Students who fail or wish to improve their grades are entitled to a resit exam at the end of each semester. In accordance with academic integrity principles, all assignments and reports must maintain a similarity index below the 20% threshold (verified via Turnitin/iThenticate). The conversion of scores into letter grades is based on the relative or absolute evaluation systems defined in the 'Düzce University Associate and Undergraduate Education-Training and Examination Regulations'
