İlköğretim Matematik Öğretmenliği Lisans Diploması

ISCO 08

ISCO 08

Primary Mathematics Education Programme is a four-year undergraduate programme offered within the Department of Mathematics and Science Education in the Faculty of Education. The programme aims to provide students with mathematics content knowledge, teaching professional knowledge, general culture and practical skills in the form of 160 credits and 240 ECTS. In this context, a wide range of compulsory and elective courses are offered. The courses are carried out in two different ways as theoretical and applied, and the theoretical courses are taught in learning environments supported by contemporary educational technologies.

Applied courses are carried out within the framework of co-operation between the Faculty of Education, the Provincial Directorate of National Education and the determined application primary schools. These courses are carried out for two semesters under the guidance of lecturers and practice teachers. The theoretical courses in the programme are structured on the basis of mathematics and educational sciences and aim to enable students to both acquire theoretical knowledge and integrate this knowledge into teaching processes.

The programme, which covers a period of eight semesters, is a higher education programme that offers students the opportunity to specialise in their field and gain professional competence. Graduates can work as mathematics teachers at the primary level or continue their academic careers. The programme aims to train qualified mathematics teachers by providing students with the skills of critical thinking, problem solving and using effective teaching methods, and to educate students who have sufficient knowledge in primary mathematics education to train fully qualified mathematics teachers in primary schools.

It carries out its education and training activities in the form of formal or distance education. In the programme, theoretical courses are taught in technology-supported environments and applied courses are carried out in cooperation with the Faculty of Education, Provincial Directorate of National Education and primary schools. These applications are carried out for two semesters under the guidance of lecturers and practice teachers. In addition, students are offered the opportunity to do internships in order to gain professional experience.

• Students can explain the basic concepts in areas of mathematics such as Analysis, Algebra, Geometry and Applied Science, interpret the structure of the theoretical knowledge and can apply these to different problems
• Students gain the ability to define, model, solve and apply their mathematical knowledge to daily life problems.
• Students can design and use instructional technologies and materials using modern techniques for teaching mathematics.
• Students can use effective verbal and written communication skills and grasp a grammatical term in daily and social life of language.
• Students can organize and maintain scientific research projects. Analyzes data, experiments and designs, interprets results.
• Students behave in accordance with democracy, human rights, social, scientific and professional ethical values.
• Students can identify the current problems of society and prepare projects to produce solutions. Students can participate in scientific events such as panels, conferences, congresses, symposiums as audiences, speakers or organizers, and can take part in various projects voluntarily within the framework of social responsibility.
• Students can face problems within the school environment can discuss current issues in life that they can more easily notice and find a solution. Students can discuss Turkish National Education System structure and properties.
• Students can apply and evaluate what they observe in the learning-teaching process. They can apply their acquired knowledge and skills in the school environment .
• Primary school mathematics teachers should have to obtain information on the general culture in science and social science areas.
• Students can have the knowledge of critical thinking about current issues in mathematics education, research issues in mathematics education and methods used in mathematics teaching and problem lived in teaching, suggestions of solution and process.
• Students can explain classroom management’s basic concepts, models and approaches, employ appriate model and approaches to solve a confronted problem at the classroom.
• Students can discuss the effect of learning theories on learning - teaching processes. Can apply contemporary learning - teaching strategy methods and techniques and theories and models in a planned activity.
• Students can explain basic concepts related to the educational measurement and evaluation, the importance and location of measurement and evaluation in education, prepare and apply measurement tools and supplies based on traditional and contemporary approaches.
• Students can explain the relationship and functions of mathematics and education with other related sciences.
• Students can follow the basic developments in mathematics education and use a foreign language that can share them with other teacher candidates.
• Students have knowledge about the functioning, structure and supervision of primary education institutions and primary school mathematics curriculums, and can carry out the necessary planning, activities and applications by establishing the relationship between primary school mathematics education and primary school mathematics teaching.

Possesses the key competencies listed below at an advanced level.

• Reading and writing competence
• Multilingual competence
• Mathematical competence and competence in science, technology and engineering
• Digital competence
• Personal, social and learning to learn competence
• Citizenhip competence
• Entrepreneurial competence
• Cultural awareness and expression competence

Measurement and evaluation methods; exam types and their contribution to the course grade are determined by the senates of higher education institutions in accordance with the basic principles determined by the Council of Higher Education (YÖK). Different methods such as homework, project, application, midterm and final exam are used in measurement and evaluation. Systems based on letters or grades are used in the evaluation of student success. The contribution of in-semester evaluations to the success grade is calculated as 40%, and the contribution of final evaluations to the success grade is calculated as 60%. The success grade of a course is converted into one of the letter grades in the table below according to the principles determined by the Senate:

Success Grade                  Coefficient           SCORES (over 100)                                                             

          AA                           4,00                     100-90

          BA                           3,50                     85-89

          BB                           3,00                      80-84

          CB                           2,50                      70-79

          CC                           2,00                      60-69

          DC                           1,50                     55-59

          DD                           1,00                     45-54

           FF                           0,00                     44 and below

           DZ                           ----

           YZ                           ---

In order to supervise the quality of higher education programmes;

YÖK is responsible of planning, organising, managing and supervising higher education institution's educational and other activities. ·YÖK prepares "University Monitoring and Evaluation Reports" within its own criteria and publishes these reports annually. YÖK prepares reports that include qualitative and quantitative evaluations of higher education institutions in accordance with these annual reports and shares them with general public.

The "Foundation Higher Education Institutions Report", which includes academic, administrative and financial data of foundation higher education institutions, is published by YÖK annually. These reports, which include quantitative and qualitative evaluations made for foundation higher education institutions, are shared with the public by YÖK.

Quality assurance of undergraduate programs in higher education is provided according to "Procedures and Principles for Quality Assurance of Higher Education Diploma Programmes":

1. Establishment and Approval of Curricula 
   1. YÖK determines the minimum standards and criteria required to open undergraduate programmes in higher education institutions.
   2. IIn higher education institutions, the curriculum of undergraduate programmes and the learning outcomes each program will bring to the student are determined by the senates of higher education institutions in accordance with the basic principles determined by YÖK on these issues.
   3.  After the curriculum of National Core Education Programmes is accepted by the relevant Deans Council, it is implemented by higher education institutions with the approval of YÖK.
2.  Assessment and Evaluation: How to measure and evaluate the learning outcomes that each undergraduate programme will bring to the student is carried out in accordance with the teaching and examination regulations prepared by higher education institutions in accordance with the basic principles determined by YÖK.
3. Certification: Students enrolled in undergraduate programmes who successfully complete the course credits and other obligations determined by higher education institutions; receive an undergraduate diploma.
4. Self Evaluation-External Evaluation: In the context of continuous monitoring, higher education institutions enter the "Internal Evaluation Reports" of the previous year into the Information System prepared by the Higher Education Quality Board (YÖKAK) at the beginning of each year. YÖKAK shares the "Institutional Feedback Report" prepared for the external evaluation of higher education institutions. In addition, the accreditation decisions made by the accreditation bodies authorized or recognized by YÖKAK also show that the quality of programmes' qualifications is assured. YÖKAK carries out regular review activities regarding the qualifications determined in accordance with its legislation.

Association for Evaluation and Accreditation of Teacher Education Programs (EPDAD) Accreditation Start - End Date: 01.05.2024 - 01.05.2029

• Having graduated from secondary education institutions or foreign secondary education institutions whose equivalence is approved by the Ministry of National Education and meeting the conditions of admission to the undergraduate programs of higher education institutions.
• Having been placed in the relevant undergraduate program of the higher education institution as a result of the central examination held by the Student Selection and Placement Centre (ÖSYM), the procedures and principles of which are determined by YÖK.
• Having obtained sufficient points as a result of the central examination held by ÖSYM for the programmes of higher education institutions that accept students through special talent exams, the procedures and principles of which are determined by YÖK, and having been successful in the special talent examination.
• Having been placed in undergraduate programs that are the continuation of the fields they have completed in higher education institutions for associate degree graduates as a result of the Vertical Transfer Exam (DGS), the procedures and principles of which are determined by YÖK and conducted by ÖSYM.

• Undergraduate degree holders can continue their graduate programmes and, if they meet the relevant requirements, the doctorate and proficiency in arts programmes that accept students with an undergraduate degree.
• Undergraduate students have the right to participate in the double major programmes opened by the higher education institutions they are studying at. Students enrolled in double major programmes can take courses from two diploma programmes simultaneously and receive two separate undergraduate diplomas if they are successful.
• Teachers who have the knowledge, skills and experience to provide education in the field are trained.

1. Higher Education Law No. 2547

1.1. Regulation on the Principles of Transferring Between Associate and Undergraduate Programs, Double Major, Minor and Inter-Institutional Credit Transfer in Higher Education Institutions

1.2. Regulation on the Continuation of Graduates of Vocational Schools and Open Education Associate Degree Programs to Undergraduate Education

2. Law No. 2547 on Higher Education (Additional Article-35)

2.1. Regulation on Higher Education Quality Assurance and Higher Education Quality Board

Qualification is continuous