133 ELEMENTARY MATHEMATICS EDUCATION

GENERAL INFORMATION
Elementary Mathematics Education Program has offered undergraduate and graduate (Master’s) degrees since 2009-2010 academic year. Our primary objective is to prepare highly qualified educators for middle school (grades 6-8) mathematics and professionals in the field of mathematics education. We seek to achieve this mission through a participatory learning environment, effective use of technologies and qualified faculty. There are three faculty members and two research assistants currently affiliated in our program.

Objective
The Elementary Mathematics Education Program is committed to training skilled mathematics teachers for grades 6-8 and mathematics educators through cutting-edge knowledge and exemplary practice. We seek to improve education through research that furthers understanding of mathematics teaching, learning and teacher education at both national and international levels. We are committed to building and further developing connections and partnerships with schools and higher education institutions both nationally and internationally.


Admission Requirements
Students are required to complete all compulsory and elective courses in the curriculum successfully with no failing grades, including compulsory practical trainings, and have a minimum CGPA requirement as stated in Pamukkale University’s undergraduate program guidance.

Graduation Requirements
Students are required to complete all compulsory and elective courses in the curriculum successfully with no failing grades, including compulsory practical trainings, and have a minimum CGPA requirement as stated in Pamukkale University’s undergraduate program guidance.

Career Opportunties
The graduates of Elementary Mathematics Teaching can work as mathematics teacher in private or state elementary schools and private tutoring centers authorized by National Ministery of Education. Besides, they can also work as researchers in mathematics teaching area at universities in case of completing their graduate educations.

Qualification Awarded
Elementary Mathematics Education

Level of Qualification
First Cycle (Bachelor's Degree)

Recognition of Prior Learning


Qualification Requirements and Regulations
Students are required to complete all compulsory and elective courses in the curriculum successfully with no failing grades, including compulsory practical trainings, and have a minimum CGPA requirement as stated in Pamukkale University’s undergraduate program guidance.

Access to Further Studies
Candidates who have successfully completed their undergraduate studies can study in post-graduate programs provided that they receive valid grades from ALES and have sufficient knowledge of English.

Mode of Study
Full Time

Examination Regulations, Assessment and Grading
Measurement and evaluation methods that is applied for each course, is detailed in "Course Structure&ECTS Credits".

Contact (Programme Director or Equivalent)
PositionName SurnamePhoneFaxE-Mail
HEAD OF DEPARTMENT Prof. Dr. ASUMAN DUATEPE PAKSU+90 258 296 1162 aduatepe@pau.edu.tr
DEPUTY HEAD OF DEPARTMENT Asts. Prof. Dr. AYTAÇ KARAKAŞ+90 258 296 1041 akarakas@pau.edu.tr
DEPUTY HEAD OF DEPARTMENT Asts. Prof. Dr. EMİNE GAYE ÇONTAY+90 258 296 1165 germec@pau.edu.tr


PROGRAM LEARNING OUTCOMES
1 He/she has high level of mathematical content knowledge
2 He/she uses his/her mathematical content knowledge in his/her profession at the top level
3He/she uses his/her pedagocical knowledge and skills in his/her profession at the top level
4 He/she uses his/her mathematical content knowledge and teaching knowledge and skills together
5 He/she intend to use contemporary teaching methods to build effective leraning-teaching environments
6He/she integrates the information and communication technologies with mathematics learning and teaching
7 He/she intend to follow the recent developments for his/her career progress in mathematics education
8 He/she uses his/her problem solving skills
9 He/she presents his/her creative and critical thinking skills.
10 He/she uses his/her oral and written communication skills.
11 He/she has independent working skills as well as collaborative working skills
12 He/she appreciates the importance of using technological tools in mathematics learning and teaching
13He/she has positive attitude and self-efficacy for mathematics and teaching mathematics
14 He/she has social, scientific and ethical values
TEACHING & LEARNING METHODS
NameComments
LecturingLecturing is one of the methods that come first, where the teacher is in the center. It is a method where the teacher actively describes topics and the students are passive listeners. With this method, lesson proceeds in the form of report, description and explanation.
DebateDepending on the situation, debate is a tool that allows all students, or a specific portion of the class to participate in the lesson. In this method, members of the group discuss a topic by addressing the various points of view and discuss alternative opinions about problem-solving.
DemonstrationIn this method the teacher demonstrates, an experiment, test, in front of the class. And then assists students to do so too. Students learn not only by just by looking and watching, but also by taking part and participating. This method is usually applied when teaching skills.
Case Study Case studies require students to actively participate while using an analytical perspective to think about real and problematic events. The problematic event may be real or very close to real life. Student(s) working on the documents that include the necessary data and descriptions of the
Problem SolvingThe name given to any doubt or ambiguity that arises is, a problem. Problems which usually have a role in human life, that have preventing or annoying aspects are solved by considering the stages of scientific methods. (a) Problems are determined. (b) The problem is identified. 
Cooperative LearningCooperative Learning is; a kind of learning that is based on the students working together for a common purpose. Children with different skills come together in heterogeneous groups to learn by helping each other. Students gain experiences such as becoming aware of the unity
PerformanceIn this method, the teacher performs activities such as experiments and demonstrations in front of the class, students try to learn by looking and watching. This method is usually applied where there are limited facilities and in dealing with dangerous experimental situations.
Questions –AnswersThe different types of Questions used (associative, differential, assessment, requesting information, motivating, and brainstorming) although students get in to more active positions during the process; the method is teacher-centered. If possible Questions, that serve a purpose and
Concept MapsExpress a relation network, based on figures, graphics and words propositions and principles. It enables visual learning. These steps are followed: 1) Concepts about the subjects to be taught are listed. 2) The name of the subject that will be taught is written at the top.3) Relations between
Cooperative LearningCooperative Learning is; a kind of learning that is based on students working together for a common purpose. Children with different skills come together in heterogeneous groups and learn by helping each other. Students gain experiences such as becoming aware of the unity within the
Micro-Teaching Although this method aims to produce prospective teachers’ who have adopted the role in which they undertake and apply in the classroom, it can also be applied in different areas. It makes it possible to carry certain skills to the learning environment by using video and audio recording
Simulation Expresses situations where in real life learning is dangerous, difficult to reach and expensive and where students work on models which are very similar to the real thing. For example, before airplane pilots and astronauts embark their aircrafts and spacecrafts, they perform applications
Role Playing Role-playing is a learning way which helps students to express their own feelings and thoughts by playing the role of other personalities. It is necessary that students use creative thinking to succeed. Students put themselves in someone’s place by purifying themselves from their actual
Drama Drama is a method in which students learn a skill or situation by reenacting in front of the class. As well as gaining knowledge by experience, it has important effects on the development of verbal expression and socialization. It enables us to bring up individuals who are creative, productive,
ProjectProject-based learning is a learning way which leads students to deal with interesting problems and to create extraordinary products at the end of this. It allows students to use their creativity and it requires them to look at events perceptively.
Observation Although we generally get information related to the nature through observations, the Observation method can also be used for other situations and under other conditions. We try to reach certain generalizations by thinking about our findings which we gather from our observations.
InterviewThis is when the teacher brings in (writers, artists, designers, writers, illustrators, etc.) because he/she is not equipped with the adequate facilities to do with certain issues or situations. It is a technique that triggers the senses of students. In some cases, students interview certain people
Programmed InstructionAt its basis lays the Individualization of instruction. Programmed instruction is an individual teaching technique, guided by the reinforcement principles of Skinner. Its Basic principles are: the principle of small steps, the principle of effective participation, the achievement principle, the
DebateDebate is a type of discussion on a topic in compliance with certain rules and procedures. Debate, is two groups of students in either twos or threes, putting forward points, which are for or against an idea, proposal, point, action or recommendation.  The aim is to discuss topic ideas that
Brainstorming Brainstorming is a group work process that has been regulated to reach solutions for a problem without limitations or evaluation. The purpose of brainstorming is to make it easier for students to express themselves and to generate ideas. This technique is used as a high-level discussion

Learning Outcomes - NQF-HETR Relation
NQF-HETR CategoryNQF-HETR Sub-CategoryNQF-HETRLearning Outcomes
INFORMATION  01
SKILLS  01
SKILLS  02
COMPETENCIESCommunication and Social Competence 01
COMPETENCIESCommunication and Social Competence 02
COMPETENCIESCommunication and Social Competence 03
COMPETENCIESCommunication and Social Competence 04
COMPETENCIESCommunication and Social Competence 05
COMPETENCIESCompetence to Work Independently and Take Responsibility 01
COMPETENCIESCompetence to Work Independently and Take Responsibility 02
COMPETENCIESCompetence to Work Independently and Take Responsibility 03
COMPETENCIESField Specific Competencies 01
COMPETENCIESField Specific Competencies 02
COMPETENCIESLearning Competence 01
COMPETENCIESLearning Competence 02
COMPETENCIESLearning Competence 03
    

Learning Outcomes - Fields of Education Relation (Academic)
FOE CategoryFOE Sub-CategoryFOELearning Outcomes
INFORMATION  01
INFORMATION  02
INFORMATION  03
INFORMATION  04
INFORMATION  05
INFORMATION  06
SKILLS  01
SKILLS  02
SKILLS  03
SKILLS  04
SKILLS  05
SKILLS  06
COMPETENCIESCommunication and Social Competence 01
COMPETENCIESCommunication and Social Competence 02
COMPETENCIESCommunication and Social Competence 03
COMPETENCIESCommunication and Social Competence 04
COMPETENCIESCommunication and Social Competence 05
COMPETENCIESCommunication and Social Competence 06
COMPETENCIESCommunication and Social Competence 07
COMPETENCIESCommunication and Social Competence 08
COMPETENCIESCompetence to Work Independently and Take Responsibility 01
COMPETENCIESCompetence to Work Independently and Take Responsibility 02
COMPETENCIESCompetence to Work Independently and Take Responsibility 03
COMPETENCIESField Specific Competencies 01
COMPETENCIESField Specific Competencies 02
COMPETENCIESField Specific Competencies 03
COMPETENCIESField Specific Competencies 04
COMPETENCIESField Specific Competencies 05
COMPETENCIESField Specific Competencies 06
COMPETENCIESField Specific Competencies 07
COMPETENCIESLearning Competence 01
COMPETENCIESLearning Competence 02
COMPETENCIESLearning Competence 03
COMPETENCIESLearning Competence 04
    

Learning Outcomes - Fields of Education Relation (Vocational)
No Records to Display

COURS STRUCTURE & ECTS CREDITS
Year :
1st Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
GKD 1001 Ataturk's Principles and History of Turkish Revolution 1 2+0 3 Compulsory
GKD 1007 Turkish Language 1 3+0 5 Compulsory
GKD 1003 Information Technologies 3+0 5 Compulsory
OMB 1001 Introduction to Education 2+0 3 Compulsory
OMB 1003 Educational Sociology 2+0 3 Compulsory
IMO 1001 FOUNDATIONS OF MATHEMATICS 1 2+0 2 Compulsory
IMO 1003 ANALYSIS 1 2+0 3 Compulsory
IMO 1005 HISTORY OF MATHEMATICS 2+0 3 Compulsory
- Elective 2+0 3 Elective
  Total 30