COURSE SYLLABUS

TEACHING OF ALGEBRA

1	Course Title:	TEACHING OF ALGEBRA
2	Course Code:	İMÖ3008
3	Type of Course:	Compulsory
4	Level of Course:	First Cycle
5	Year of Study:	3
6	Semester:	6
7	ECTS Credits Allocated:	4
8	Theoretical (hour/week):	2
9	Practice (hour/week) :	2
10	Laboratory (hour/week) :	0
11	Prerequisites:	None
12	Recommended optional programme components:	None
13	Language:	Turkish
14	Mode of Delivery:	Face to face
15	Course Coordinator:	Prof. Dr. DİLEK SEZGİN MEMNUN
16	Course Lecturers:	Prof.Dr. Dilek SEZGİN MEMNUN
17	Contactinformation of the Course Coordinator:	Prof.Dr. Dilek SEZGİN MEMNUN Adres: Bursa Uludağ Üniversitesi Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Matematik Eğitimi Anabilim Dalı, E-235 16059 Görükle / Bursa E-Mail:dsmemnun@uludag.edu.tr
18	Website:
19	Objective of the Course:	Examining the historical development of algebra, identifying and discussing algebra topics in the curriculum, examining the learning difficulties and misconceptions encountered by students, evaluating the role of technology in learning and teaching algebra, introducing and applying the methods used in learning and teaching algebra.
20	Contribution of the Course to Professional Development	Experience will be gained regarding different teaching methods and classroom applications of algebra subjects.

Learning Outcomes:

1	Gains knowledge about the pre-algebra period and the historical development of Algebra. ;
2	Gains knowledge of algebraic thinking, the dimensions and development of algebraic thinking. Understands the importance of algebraic thinking in mathematics teaching. Associates Algebra subjects with daily life and other courses. Understands the relationship between arithmetic and Algebra, generalized arithmetic and the importance of functional thinking. ;
3	Knows the different methods and approaches of teaching Algebra subjects. Evaluates the use of technology in algebra teaching and learning. Understand how to create learning environments that support algebra teaching and learning. ;
4	Becomes aware of affective properties in teaching and learning algebra, learning difficulties encountered in Algebra, misconceptions and solutions. Knows the subjects of Algebra in the curriculum. ;
5	Teaches algebraic expression and variable concept in Algebra teaching. ;
6	Teaches the concepts of equality and identical transformation in Algebra teaching. ;
7	Teaches the concept of equation and inequality in Algebra teaching. ;
8	Teaches linear relations and linear equations in Algebra teaching.;
9	Understands the relationship between Algebra learning area and patterns. Knows the place of patterns in the curriculum. Knows student mistakes and misconceptions in learning the concept of pattern.;
10	Understands functional thinking and functional thinking in curriculum. Makes the teaching of functional thinking and understands the place of technology in teaching functional thinking.;

22	Course Content:

Week	Theoretical	Practical
1	Explanation of course rules and processing, resources. The pre-algebra period and the historical development of Algebra.
2	Algebraic thinking, dimensions and development of algebraic thinking. Relating of algebra subjects with daily life and other courses. The relationship between arithmetic and algebra, the importance of generalized arithmetic and functional thinking.
3	Different methods and approaches for teaching Algebra topics. The use of technology in the teaching and learning of Algebra subjects. Creating learning environments that support algebra teaching and learning.
4	To be aware of affective properties in teaching and learning algebra, learning difficulties encountered in algebra, misconceptions and solutions. To examine the subjects of algebra in the curriculum.
5	The concept of variables and algebraic expression in teaching algebra. The place of the variable concept in the curriculum, Algebra learning and its relationship with other learning areas. Difficulties and misconceptions encountered in teaching the concept of algebraic expression and variable. The place of the concept of variable in daily life and its relation with other courses. Arranging course content and activity applications for the concept of variable. Teaching the concept of algebraic expression and variable in Algebra instruction.
6	The concept of equality in teaching algebra. The place of the equality concept in the curriculum, Algebra learning and its relationship with other learning areas. Difficulties and misconceptions encountered in teaching the concept of equality. The place of the concept of equality in daily life and its relation with other courses. Arranging course content and activity applications for the concept of equality. Teaching the concept of equality in Algebra instruction.
7	The identical transformation in teaching algebra. The place of the identical transformation in the curriculum, Algebra learning and its relationship with other learning areas. Difficulties and misconceptions encountered in teaching the identical transformation.
8	The place of the identical transformation in daily life and its relation with other courses. Arranging course content and activity applications for the identical transformation. Teaching the identical transformation in Algebra instruction.
9	The concept of equation in teaching algebra. The place of the equation concept in the curriculum, Algebra learning and its relationship with other learning areas. Difficulties and misconceptions encountered in teaching the concept of equation.
10	The place of the concept of equation in daily life and its relation with other courses. Arranging course content and activity applications for the concept of equation. Teaching the concept of equation in Algebra instruction.
11	The concept of inequality in teaching algebra. The place of the inequality concept in the curriculum, Algebra learning and its relationship with other learning areas. Difficulties and misconceptions encountered in teaching the concept of inequality. The place of the concept of inequality in daily life and its relation with other courses. Arranging course content and activity applications for the concept of inequality. Teaching the concept of inequality in Algebra instruction.
12	The concept of linear equations in teaching algebra. The place of the linear equations in the curriculum, Algebra learning and its relationship with other learning areas. Difficulties and misconceptions encountered in teaching the linear equations. The place of the linear equations in daily life and its relation with other courses. Arranging course content and activity applications for the linear equations. Teaching the linear equations in Algebra instruction.
13	Algebra learning and its relationship with patterns. The place of patterns in the curriculum. The concept of pattern, student mistakes and misconceptions in teaching the pattern.
14	Functional thinking, the place of functional thinking in curriculum. Teaching of functional thinking and the role of technology in teaching functional thinking.

23	Textbooks, References and/or Other Materials:	Sarpkaya-Aktaş, G. (Ed). Uygulama Örnekleriyle Cebirsel Düşünme ve Öğretimi. Ankara:Pegem Akademi. Bingölbali, E. & Özmantar, M.F. İlköğretimde Karşılaşılan Zorluklar ve Çözüm Önerileri. Ankara:Pegem Akademi. Dede, Y., Doğan, M.F. ve Aslan-Tutak, F. (Eds.) Matematik eğitiminde etkinlikler ve uygulamaları. Anakara: Pegem Akademi. Ün-Açıkgöz, K. Aktif öğrenme. İzmir:Biliş. Arseven, A. Matematik öğretim yöntemleri. Ankara: pegem Akademi. Özmantar, M.F., Akkoç, H., Kuşdemir-Kayıran, B. ve Özyurt, M. (Eds.) Ortaokul matematik öğretim programları: Tarihsel bir inceleme. Ankara: Pegem Akademi. Çorlu, s. ve Çallı, E. STEM Kuram ve uygulamaları. Öğretmenler için temel kılavuz. Ankara: Pusula Yayıncılık. Van de Walle, J.A., SKarp, K.S. (Durmuş S. (Çeviri Ed)). İlkokul ve ortaokul matematiği. Gelişimsel yaklaşımla öğretim. Ankara: Nobel akademik yayıncılık.
24	Assesment

TERM LEARNING ACTIVITIES	NUMBER	PERCENT
Midterm Exam	1	15
Quiz	0	0
Homeworks, Performances	2	25
Final Exam	1	60
Total	4	100
Contribution of Term (Year) Learning Activities to Success Grade		40
Contribution of Final Exam to Success Grade		60
Total		100
Measurement and Evaluation Techniques Used in the Course	Participation in mid-term and final exams and in-class studies are taken into account in the measurement and evaluation of the course. The success at the end of the evaluation is made in the form of relative evaluation.
Information	Participation in mid-term and final exams and in-class studies are taken into account in the measurement and evaluation of the course. The success at the end of the evaluation is made in the form of relative evaluation.

ECTS / WORK LOAD TABLE

Activites	NUMBER	TIME [Hour]	Total WorkLoad [Hour]
Theoretical	14	3	42
Practicals/Labs	0	0	0
Self Study and Preparation	10	5	50
Homeworks, Performances	2	10	10
Projects	0	0	0
Field Studies	0	0	0
Midtermexams	1	6	6
Others	0	0	0
Final Exams	1	12	12
Total WorkLoad			126
Total workload/ 30 hr			4
ECTS Credit of the Course			4

CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS

	PQ1	PQ2	PQ3	PQ4	PQ5	PQ6	PQ7	PQ8	PQ9	PQ10	PQ11	PQ12	PQ13	PQ14	PQ15	PQ16
LO1	2	3	3	4	5	4	3	3	3	2	1	3	4	3	1	2
LO2	3	2	3	2	3	3	4	3	3	4	2	3	3	2	3	4
LO3	1	5	1	3	1	2	1	1	2	1	1	1	1	5	4	4
LO4	1	2	3	1	4	5	1	1	4	5	2	1	1	1	1	5
LO5	4	5	3	3	3	4	4	5	4	3	5	1	1	5	4	4
LO6	4	4	3	4	3	4	4	5	4	3	4	1	1	5	4	4
LO7	5	4	3	4	3	4	4	4	4	3	4	1	1	5	4	4
LO8	5	4	3	3	4	4	4	5	4	3	4	1	1	4	4	4
LO9	4	5	3	4	3	5	4	4	4	3	1	1	1	5	5	4
LO10	5	5	5	4	4	4	4	4	4	4	1	1	1	5	5	5

LO: Learning Objectives

PQ: Program Qualifications

Contribution Level:

1 Very Low

2 Low

3 Medium

4 High

5 Very High