TEACHING MATHEMATICS IN SPECIAL EDUCATION

Course Description

Evaluation of mathematical skills and concepts; Mathematics teaching and planning; Multi level teaching and direct teaching approaches; Developing problem solving skills; Application of mathematics program, teaching counting, addition, subtraction, multiplication, and division; Types and analysis of errors in teaching mathematics; Teaching of functional math skills: value (money), time, length and weight measures; Means of teaching geometry concepts and skills; Adaptations for mathematics teaching in mainstreaming classes; Specific mathematics teaching techniques / strategies in groups that have special education needs; Science-based practices in teaching mathematics to students with special needs; Adapt mathematics teaching to different special education groups. Preparing lesson plans according to the level of students; Sample teaching practices; Adapting one’s teaching to the pupils who have special education needs.

TEACHING MATHEMATICS IN SPECIAL EDUCATION

Evaluation Tools (Active Term)

No evaluation items have been defined.

Course outcomes

1. 01 Will be able to discuss the importance of mathematical skills and concepts to students with special needs.
2. 02 Will be able to explain the performance of students in mathematics teaching.
3. 03 Will be able to develop criterion-dependent measurement tools at the concrete-semi-concrete and abstract level in order to determine the level of understanding of students in mathematics teaching.
4. 04 Will be able to create appropriate teaching plan examples for teaching mathematical skills and concepts for students with special needs.
5. 05 Will be able to list the steps to be followed in the direct teaching approach.
6. 06 Will be able to explain why mathematics skills and concepts should be taught according to stepped method.
7. 07 Plan and apply the teaching of mathematical skills and concepts according to the stepped method.
8. 08 Will be able to explain the reasons for teaching process information.
9. 09 Will be able to form a teaching plan for teaching addition, subtraction, multiplication and division problems.
10. 10 Will be able to create a teaching plan for teaching the concepts of matching, classification, comparison and sorting.

Course Syllabus

Reference Books & Course Materials

1. 01 Oğuz Gürsel, (2017) (Ed.). Özel Gereksinimli Öğrencilere Matematik Beceri ve Kavramlarının Öğretimini Planlama ve Uygulama. Ankara: Vize Yayıncılık.
2. 02 Ahmet Yıkmış, (2005). Etkileşime Dayalı Matematik Öğretimi. Ankara: Kök Yayıncılık.
3. 03 Serpil Alptekin (Ed.). (2020). Özel Eğitimde Matematik. Ankara: Eğiten Kitap.
4. 04 Mehmet Özyürek & Deniz Dağseven Emecen, (2019). Temel Matematik Becerilerinin Öğretimi. Ankara: Vize Akademik Yayıncılık.

Learning Outcomes

1. L01 1. Explains learning areas and basic skills in teaching mathematics. (4) SOLO 4
2. L02 2.Explains the importance of mathematical skills and concepts to students with special needs. (4) SOLO 4
3. L03 3.Classifies assessment strategies for students with special needs in mathematics teaching. (3) SOLO 3
4. L04 4.Explains the importance of operation and error analysis in teaching mathematics. (4) SOLO 4
5. L05 5. Examines the plans for teaching subjects in mathematics learning areas for students with special needs. (4) SOLO 4
6. L06 6. Lists the steps to be followed in the direct teaching approach. (3) SOLO 3
7. L07 7. Explains how interactive unit and point determination strategies are used in teaching mathematical skills and concepts. (4) SOLO 4
8. L08 8. Explains the steps to be followed for teaching four operation skills in mathematics. (4) SOLO 4
9. L09 9. Explain the strategies used in solving mathematical problems. (4) SOLO 4
10. L10 10.Compares pre-number concepts, basic measurement concepts and approaches used in the development of skills. (4) SOLO 4
11. L11 11. Explains the teaching methods related to the teaching of geometry concepts and skills. (4) SOLO 4

Program Outcomes

1. P01 To define current knowledge about special education, teaching as a job, general culture and basic sciences
2. P02 To share results of the evaluation with parents and administration after evaluating levels of students prior to teaching; to prepare and to use individualized education plan based on the results.
3. P03 To use skills and knowledge in job and daily life with considering formal and ethical rules.
4. P04 To use information and communication technologies together with computer software required by the field. (European Computer Driving License”, Advanced Level)
5. P05 To suggest solutions in unexpected situations about special education and teaching as a job.
6. P06 To use skills about self-regulation, learning to learn, critical thinking and creative thinking.
7. P07 To examine and produce new scientific products about special education and teaching as a job.
8. P08 To participate in seminars, conferences, workshops etc. about special education by developing positive attitudes towards life-long learning.
9. P09 To follow new knowledge about special education and teaching as a job and to study in collaboration with colleagues.
10. P10 To be able to follow information in the field and communicate with colleagues by using a foreign language (European Language Portfolio Global Scale”, Level B1).
11. P11 To prepare, apply and administer plans and projects about special education by considering students? socio-economic situations and cultural environment. To share results with society.
12. P12 To use effective communication skills when studying with individuals in special education needs, their families and other experts.
13. P13 To use skills and knowledge to increase social acceptance of individuals in special education needs and to teach communication and social skills.
14. P14 To use values about universal nature of social rights, social justice, quality culture, preserving cultural values, health in work and environmental protection in job and daily life.
15. P15 To make changes in line with all features of students and their needs.

Po-Lo Matrix