Pre-School Education | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | OKLP205 | ||||||||
Course Name: | Mathematics Education in Early Childhood | ||||||||
Course Semester: | Fall | ||||||||
Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Compulsory | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Dr.Öğr.Üyesi SANEM BÜLBÜL HÜNER | ||||||||
Course Lecturer(s): |
Dr.Öğr.Üyesi SANEM BÜLBÜL HÜNER |
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Course Assistants: |
Course Objectives: | To obtain the teacher candidates accurate information about the math in preschool, to create educational activities combining the mathematical knowledge and principles of child development, to support them to design appropriate educational materials and to use in the activities. |
Course Content: | Definition and importance of mathematics in early childhood, principles and standards in mathematics education; Techniques and methods of teaching mathematical concepts and scientific thinking skills; Mathematics education and play; mathematics programs (Building Blocks, STEM, GEMS (Big Explanation in Math and Science, Big Maths for Little Kids); Gaining basic mathematical concepts, problem solving, mapping-comparison-classification-sort-patterning, number and counting, teaching steps of number concept, symbols, operations, geometry, mechanic position, measurement, data analysis-graphic / probability; planning and implementation of math activities. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Definition of contents of maths and theoretical framework. Maths in our daily life | |
2) | Principles and standards of maths | |
3) | Development of thought in children and the development of mathematical thought | |
4) | Concepts and processes prior to learning to count (classifying, comparing, matching, distinguishing, ordering and weaving) | |
5) | Concepts and processes prior to learning to count (classifying, comparing, matching, distinguishing, ordering and weaving) | |
6) | Concepts and processes prior to learning to count (classifying, comparing, matching, distinguishing, ordering and weaving) | |
7) | Counting and numbers, graphics, geometry, measurement, data collection | |
8) | Midterm | |
9) | Problem solving (adding, subtracting, multiplying, dividing) | |
10) | Problem solving (adding, subtracting, multiplying, dividing) | |
11) | Mathematical programmes for children from around the world | |
12) | Examining and developing maths materials-be able to use material effectively | |
13) | Examining and developing maths materials-be able to use material effectively | |
14) | Semester Evaluation |
Course Notes / Textbooks: | yok |
References: | yok |
Learning Outcomes | 1 |
2 |
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Program Outcomes | ||||||||||||||||
1) P1.Having the ability to use the native language correctly and effectively | ||||||||||||||||
2) P2. Being aware of personal differences. | ||||||||||||||||
3) P3. Having an understanding of the personal development characteristics and development process in early childhood. | ||||||||||||||||
4) P4. Being able to read, interpret and discuss academic studies on their field. | ||||||||||||||||
5) P5. Following progressive sources about the field, and using said sources on resolving the possible problems. | ||||||||||||||||
6) P6. Having the necessary knowledge about the written materials on early childhood and being able to evaluate these materials on their conformity with early childhood development. | ||||||||||||||||
7) P7. Knowing a foreign language at least on a basic level. | ||||||||||||||||
8) P8. Being able to develop a positive attitude towards lifelong learning. | ||||||||||||||||
9) P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment. | ||||||||||||||||
10) P10. Being able to work efficiently with individuals and in groups in the ongoing projects, and being able to fulfil their responsibilities and to use initiative if necessary. | ||||||||||||||||
11) P11. Complying with the legislation describing the duties, rights and responsibilities attributed to them in accordance with the status to be assumed / undertaken. | ||||||||||||||||
12) P12. Being able to use information communication technologies and to plan and implement them by considering the developmental characteristics of preschool children. | ||||||||||||||||
13) P13. Being aware of the importance of family participation in the pre-school period and being able to plan and implement activities that encourage family participation. | ||||||||||||||||
14) P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments. | ||||||||||||||||
15) P15. Being able to choose the appropriate tools or materials to be used for the related subject and activity and to develop them according to their purpose. | ||||||||||||||||
16) P16. Being able to observe various measurement and evaluation methods in the field, and to follow the individual development with the method that is best suited to its conditions. | ||||||||||||||||
17) P17. Being able to apply the approaches, aims, targets and techniques of special education programs directed to the field with the basic values and principles on which the education system is based. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | P1.Having the ability to use the native language correctly and effectively | |
2) | P2. Being aware of personal differences. | 3 |
3) | P3. Having an understanding of the personal development characteristics and development process in early childhood. | 5 |
4) | P4. Being able to read, interpret and discuss academic studies on their field. | |
5) | P5. Following progressive sources about the field, and using said sources on resolving the possible problems. | |
6) | P6. Having the necessary knowledge about the written materials on early childhood and being able to evaluate these materials on their conformity with early childhood development. | |
7) | P7. Knowing a foreign language at least on a basic level. | |
8) | P8. Being able to develop a positive attitude towards lifelong learning. | |
9) | P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment. | |
10) | P10. Being able to work efficiently with individuals and in groups in the ongoing projects, and being able to fulfil their responsibilities and to use initiative if necessary. | |
11) | P11. Complying with the legislation describing the duties, rights and responsibilities attributed to them in accordance with the status to be assumed / undertaken. | 3 |
12) | P12. Being able to use information communication technologies and to plan and implement them by considering the developmental characteristics of preschool children. | 1 |
13) | P13. Being aware of the importance of family participation in the pre-school period and being able to plan and implement activities that encourage family participation. | |
14) | P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments. | 1 |
15) | P15. Being able to choose the appropriate tools or materials to be used for the related subject and activity and to develop them according to their purpose. | 4 |
16) | P16. Being able to observe various measurement and evaluation methods in the field, and to follow the individual development with the method that is best suited to its conditions. | |
17) | P17. Being able to apply the approaches, aims, targets and techniques of special education programs directed to the field with the basic values and principles on which the education system is based. | 4 |
Expression | |
Lesson | |
Q&A / Discussion |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Presentation |
Semester Requirements | Number of Activities | Level of Contribution |
Midterms | 1 | % 40 |
Final | 1 | % 60 |
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 |
Study Hours Out of Class | 14 | 7 | 98 |
Midterms | 1 | 3 | 3 |
Final | 1 | 3 | 3 |
Total Workload | 146 |