| Course Title | Code | Semester | L+U Hour | Credits | ECTS |
|---|---|---|---|---|---|
| - | MTÖ404 | 8. Semester | 2 + 0 | 2.0 | 4.0 |
| Prerequisites | None |
| Language of Instruction | Turkish |
| Course Level | Undergraduate |
| Course Type | |
| Mode of delivery | Face to face |
| Course Coordinator |
Assoc. Prof. Dr. EMİNE NUR ÜNVEREN BİLGİÇ |
| Instructor(s) |
EMİNE NUR ÜNVEREN BİLGİÇ |
| Assistants | |
| Goals | The aim of this lesson is to inform mathematics students teachers about mathematical modelling concept and modelling processes, to work on different modelling problems, to develop modelling problems, to inform about in-class modelling implementations, to develop modelling implementations, to examine and evaluate solution approaches and thought processes displayed by students who solve modelling problem. It is also aimed for mathematics students teachers to have knowledge and skill to develop and perform modelling implementations in their future professional lives in the light of the knowledge and experiences gained in this course. |
| Course Content | Mathematical modeling and problem solving; modeling and modeling process in mathematics teaching; modeling cycle process (identification of the problem, manipulation, prediction and verification), the steps of developing models; principles of developing models; the application of modeling tasks in mathematics classes and the role of the teacher; preparing mathematical modeling tasks and observing students' mathematical thinking processes. |
| Learning Outcomes |
- Explains mathematical modeling concept and modeling processes. - Solve mathematical modeling tasks and problem situations. - Designs mathematical modeling task and different problem situations. - Designs mathematical modeling task and different problem situations. - Evaluates the problems based on mathematical modeling. |
| Week | Topics | Learning Methods |
|---|---|---|
| 1. Week | Introduction of the course, examination of the model, modeling and model use in mathematics education. | Course Hours Preparation, After Class Study Other Activities Verbal Expression Research |
| 2. Week | The relationship between model,modeling and mathematical modeling | Course Hours Preparation, After Class Study Verbal Expression |
| 3. Week | Mathematical modeling process and examination of different modeling processes in literature | Research Verbal Expression Visual Presentation Course Hours |
| 4. Week | The importance of mathematical modeling in mathematics education | Course Hours Research Preparation, After Class Study Verbal Expression |
| 5. Week | Different modeling perspectives (example tasks according to different perspectives) | Verbal Expression Visual Presentation Course Hours |
| 6. Week | Mathematical modeling competencies | Course Hours Verbal Expression Visual Presentation Other Activities |
| 7. Week | Examination of the relationship between mathematical modeling process and modeling competences | Verbal Expression Research Course Hours Other Activities |
| 8. Week | MIDTERM | Course Hours |
| 9. Week | Modeling activities in teaching | Research Verbal Expression Visual Presentation Course Hours |
| 10. Week | Characteristics of modeling activities according to different modeling perspectives | Visual Presentation Course Hours Other Activities Verbal Expression Research |
| 11. Week | Application of modeling activities in classroom environment | Course Hours Preparation, After Class Study Research Other Activities Verbal Expression Visual Presentation |
| 12. Week | Sample task design process | Course Hours Preparation, After Class Study Research Verbal Expression Visual Presentation |
| 13. Week | Micro-teaching applications | Course Hours Preparation, After Class Study Research Other Activities Visual Presentation Practice Verbal Expression |
| 14. Week | Micro-teaching applications | Visual Presentation Course Hours Preparation, After Class Study Research Other Activities Verbal Expression Practice |
| Haines, C., Galbraith, P., Blum, W & Khan, S. (Eds): Mathematical Modelling (ICTMA 12). Education, engineering and economics. Chichester: Horwood Publishing |
| Lesh, R. & Doerr, H.M. (eds). Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning and Teaching. Mahwah, New Jersey: Lawrence Erlbaum Associates Publishers |
| Blum, W., Galbraith, P.L., Henn, H-W. & Niss, M. (eds). Modelling and Applications in Mathematics Education. 14th ICMI Study. New York, USA: Springer |
| Modeling Questions from Daily Life, Türkiye Bilimler Akademisi, 2016 |
| Mathematical Modeling in Mathematics Education, Pegem Akademi |
| Program Requirements | Contribution Level | DK1 | DK2 | DK3 | DK4 | Measurement Method |
|---|---|---|---|---|---|---|
| PY1 | 4 | 5 | 5 | 3 | 3 | - |
| PY17 | 3 | 5 | 5 | 5 | 5 | - |
| PY18 | 3 | 3 | 3 | 5 | 5 | - |
| 0 | 1 | 2 | 3 | 4 | 5 | |
|---|---|---|---|---|---|---|
| Course's Level of contribution | None | Very Low | Low | Fair | High | Very High |
| Method of assessment/evaluation | Written exam | Oral Exams | Assignment/Project | Laboratory work | Presentation/Seminar |
| Event | Quantity | Duration (Hour) | Total Workload (Hour) |
|---|---|---|---|
| Course Hours | 13 | 2 | 26 |
| Preparation, After Class Study | 6 | 3 | 18 |
| Other Activities | 2 | 4 | 8 |
| Verbal Expression | 1 | 10 | 10 |
| Visual Presentation | 1 | 10 | 10 |
| Midterm 1 | 1 | 10 | 10 |
| Homework 1 | 1 | 10 | 10 |
| Final | 1 | 10 | 10 |
| Total Workload | 102 | ||
| ECTS Credit of the Course | 4.0 | ||
