Information Package
baskent.edu.tr

Elementary Mathematics Education Program

EMT435

SELF-REGULATION IN MATHEMATICS EDUCATION

Course Code
EMT435
Semester
-
Theory+Practice
3 + 0
ECTS
4
Course TypeElective Course
Course LevelBachelor's Degree
Year of Study-
Semester-
ECTS4
Name of Lecturer(s) -
Learning Outcomes

At the end of this course, the students;

  1. Define the basic concepts of self-regulation.
  2. Discuss the purpose and importance of self-regulated learning in mathematics education.
  3. Define and implements self-regulation strategies in mathematics teaching.
  4. Describe the characteristics of the classroom environment that supports self-regulation.
  5. Define the metacognition and skills and strategies.
  6. Discuss the self-regulation skills that teachers should have.
  7. Discuss the self-regulation skills and evaluation methods.
Mode of DeliveryFace to face
PrerequisitesNo
Recommended Optional Programme ComponentsNo
Course DescriptionStudents who take this course are expected to have knowledge about the concepts of self-regulation and metacognition, manage self-regulated learning processes, create classroom environments that support self-regulated learning and develop their own self-regulation skills. In this course; self-regulation and self-regulated learning processes; purpose and importance of self-regulated learning in mathematics education; characteristics of self-regulated learners and self-regulated learning strategies in mathematics teaching; classroom environments and teaching practices that support self-regulated learning; metacognition; self-regulation in teachers; evaluation of metacognition and self-regulation skills.
Course Contents
WEEK TOPICS
1st Week Basic concepts of self-regulation
2nd Week The purpose and importance of self-regulated learning in mathematics education
3rd Week Characteristics of the self-regulated learner in mathematics teaching
4th Week Self-regulated learning strategies in mathematics teaching
5th Week Self-regulated learning strategies in mathematics teaching
6th Week Characteristics of classroom environments that support self-regulated learning
7th Week Characteristics of classroom environments that support self-regulated learning
8th Week Midterm
9th Week Teaching practices that support self-regulated learning
10th Week Metacognition and metacognitive skills
11th Week Metacognition strategies
12th Week Self-regulation in teachers
13th Week Assessment of metacognition and self-regulation skills
14th Week Self-regulation in distance education
15th Week General review
Recommended or Required ReadingÇiltaş, A. (2011). Eğitimde öz-düzenleme öğretiminin önemi üzerine bir çalışma. Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(5), 1-11.
Demir Atalay, T.& Aydın, S. (2015). Öz-Düzenlemeli Öğrenme (2.Baskı). Ankara: Pegem. (Turcademy erişimi var)
Paris, S. G., Winograd, P. (2001). The role of self-regulated learning in contextual teaching: Principles and practices for teacher preparation.
Puustinen, M., Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269-286.
Planned Learning Activities and Teaching Methods
  • Lecture
  • Discussion
  • Project
Assessment Methods and Criteria
Quantity Percentage (%)
Mid-term 1 30
Assignment 7 20
Total(%) 50
Contribution of In-term Studies to Overall Grade(%) 50
Contribution of Final Examination to Overall Grade(%) 50
Total(%) 100
ECTS Allocated Based on Student Workload
Activities Quantity Duration (Hour) Total Workload (Hour)
Midterm exam 1 2 2
Preparation for Quiz
Individual or group work 13 1 13
Preparation for Final exam 1 18 18
Course hours 13 3 39
Preparation for Midterm exam 1 12 12
Laboratory (including preparation)
Final exam 1 2 2
Homework 7 5 35
Total Work Load121
Total Work Load / 30 (h)4.03
ECTS Credit of the Course4
Language of InstructionTurkish
Work Placement(s)No

Programme Qualifications / Learning Outcomes

LO1 LO2 LO3 LO4 LO5 LO6 LO7
K1 X X X X X X X
K2 X X X X X X X
K3
K4 X X X
K5 X
K6
K7 X X
K8 X X
K9
K10