Rapor Tarihi: 24.02.2026 22:03
| Course Title | Code | Language | Type | Semester | L+U Hour | Credits | ECTS |
|---|---|---|---|---|---|---|---|
| - | MTÖ404 | Turkish | Compulsory | 8. Semester | 2 + 0 | 2.0 | 4.0 |
| Prerequisite Courses | |
| Course Level | Undergraduate |
| Mode of delivery | Face to face |
| Course Coordinator | Doç. Dr. EMİNE NUR ÜNVEREN BİLGİÇ |
| Instructor(s) | Doç. Dr. EMİNE NUR ÜNVEREN BİLGİÇ (Bahar) |
| 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. |
| # | Öğrenme Kazanımı |
| 1 | Explains mathematical modeling concept and modeling processes. |
| 2 | Solve mathematical modeling tasks and problem situations. |
| 3 | Designs mathematical modeling task and different problem situations. |
| 4 | Designs mathematical modeling task and different problem situations. |
| 5 | Evaluates the problems based on mathematical modeling. |
| Week | Topics/Applications | Method |
|---|---|---|
| 1. Week | Introduction of the course, examination of the model, modeling and model use in mathematics education. | Preparation, After Class Study, Research, Other Activities, Interview |
| 2. Week | The relationship between model,modeling and mathematical modeling | Preparation, After Class Study, Interview |
| 3. Week | Mathematical modeling process and examination of different modeling processes in literature | Research, Interview, Presentation (Preparation) |
| 4. Week | The importance of mathematical modeling in mathematics education | Preparation, After Class Study, Research, Interview |
| 5. Week | Different modeling perspectives (example tasks according to different perspectives) | Interview, Presentation (Preparation) |
| 6. Week | Mathematical modeling competencies | Other Activities, Interview, Presentation (Preparation) |
| 7. Week | Examination of the relationship between mathematical modeling process and modeling competences | Research, Other Activities, Interview |
| 8. Week | MIDTERM | |
| 9. Week | Modeling activities in teaching | Research, Interview, Presentation (Preparation) |
| 10. Week | Characteristics of modeling activities according to different modeling perspectives | Research, Other Activities, Interview, Presentation (Preparation) |
| 11. Week | Application of modeling activities in classroom environment | Preparation, After Class Study, Research, Other Activities, Interview, Presentation (Preparation) |
| 12. Week | Sample task design process | Preparation, After Class Study, Research, Interview, Presentation (Preparation) |
| 13. Week | Micro-teaching applications | Preparation, After Class Study, Research, Other Activities, Interview, Presentation (Preparation), Practice |
| 14. Week | Micro-teaching applications | Preparation, After Class Study, Research, Other Activities, Interview, Presentation (Preparation), Practice |
| No | Program Requirements | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | They know and apply contemporary teaching methods and techniques, assessment and evaluation methods. | ✔ | |||||
| 17 | Have the skills of mathematical communication, problem solving, reasoning and relating. | ✔ | |||||
| 18 | utilize the mathematical content knowledge in an effective manner during the learning and teaching process. | ✔ | |||||
| Program Requirements | DK1 | DK2 | DK3 | DK4 |
|---|---|---|---|---|
| PY1 | 5 | 5 | 3 | 3 |
| PY17 | 5 | 5 | 5 | 5 |
| PY18 | 3 | 3 | 5 | 5 |
| Ders Kitabı veya Notu | Ders Kitabı veya Ders Notu bulunmamaktadır. |
|---|---|
| Diğer Kaynaklar |
|
| ECTS credits and course workload | Quantity | Duration (Hour) | Total Workload (Hour) | |
|---|---|---|---|---|
|
Ders İçi |
Class Hours | 13 | 2 | 26 |
|
Ders Dışı |
Preparation, After Class Study | 6 | 3 | 18 |
| Interview | 1 | 10 | 10 | |
| Presentation (Preparation) | 1 | 10 | 10 | |
| Other Activities | 2 | 4 | 8 | |
|
Sınavlar |
Midterm 1 | 1 | 10 | 10 |
| Homework 1 | 1 | 10 | 10 | |
| Final | 1 | 10 | 10 | |
| Total Workload | 102 | |||
| *AKTS = (Total Workload) / 25,5 | ECTS Credit of the Course | 4.0 | ||
