Misconceptions In Mathematics Teaching
Elementary Mathematics Education
Faculty of Education
First Cycle (Bachelor's Degree)
| Course Unit Title | Course Unit Code | Type of Course Unit | Level of Course Unit | Year of Study | Semester | ECTS Credits |
|---|---|---|---|---|---|---|
| Misconceptions In Mathematics Teaching | IMO211 | Elective | Bachelor's degree | 2 | Fall | 3 |
Name of Lecturer(s)
Assistant Prof. Dr. Ayşe Arzu ARI
Learning Outcomes of the Course Unit
1) Know mathematical error, difficulty and conceptmisconceptions.
2) Know the kinds of misconceptions.
3) Mathematical concepts and commonmisconceptions related to these concepts in fieldwriting are known.
4) Knows the techniques of inquiry that reveal thethinking process of middle school students.
5) It produces a solution to conceptual misconceptions according to the characteristics of the subject area and the individual differences ofthe students.
Program Competencies-Learning Outcomes Relation
| Program Competencies | ||||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | ||
| Learning Outcomes | ||||||||||||||
| 1 | High | High | High | High | High | High | High | High | High | High | High | High | High | |
| 2 | High | High | High | High | High | High | High | High | High | High | High | High | High | |
| 3 | High | High | High | High | High | High | High | High | High | High | High | High | High | |
| 4 | High | High | High | High | High | High | High | High | High | High | High | High | High | |
| 5 | High | High | High | High | High | High | High | High | High | High | High | High | High | |
Mode of Delivery
Face to Face
Prerequisites and Co-Requisites
None
Recommended Optional Programme Components
none
Course Contents
Mathematical error, difficulty and misconception; types of misconceptions, mathematical concepts and common misconceptions associated with these concepts in the literature; questioning techniques that reveal the thinking processes of secondary school students; To produce solutions for misconceptions according to the characteristics of the subject area and the individual differences of the students.
Weekly Schedule
1) What is misconception?2) Causes and solutions of mathematical misconceptions
3) Techniques for identifying mathematical misconceptions
4) Students' misconceptions about fractions
5) The concept of place value in numbers and the difficulties experienced by students
6) Measurement, its basic components and common misconceptions
7) Difficulties, misconceptions about negative numbers and suggestions to overcome these misconceptions
8) Mid term
9) Difficulties encountered in the learning and teaching of the concept of symmetry
10) Misconceptions about probability
11) Misconceptions about first order equations with one unknown
12) Misconceptions about ratio and solution suggestions
13) Difficulties in problem solving
14) Use of ICT to eliminate misconceptions
15) Misconceptions in multiple representations
16) Final exam
Recommended or Required Reading
1- Ders notu
Planned Learning Activities and Teaching Methods
1) Lecture
2) Question-Answer
3) Discussion
Assessment Methods and Criteria
Contribution of Midterm Examination to Course Grade |
40% |
|---|---|
Contribution of Final Examination to Course Grade |
60% |
Total |
100% |
Language of Instruction
Turkish
Work Placement(s)
Not Required