İlköğretim Matematik Öğretmenliği Lisans Diploması

ISCO 08 (2359)

ISCO 08 (2359)

The aim of the Elementary Mathematics Teacher Education Program is to train prospective mathematics teachers who possess deep content and pedagogical knowledge to teach mathematics courses in public and private educational institutions at the lower secondary level of national education. The aims of the program include: a) enabling prospective teachers’ to develop an accurate and sound understanding of how mathematics is learned; b) promoting creativity as well as the ability to access and generate knowledge; c) increasing student achievement in mathematics through the effective use of modern technologies and contemporary instructional methods; d) encouraging a willingness to engage with and address problems related to mathematics education in the national context; e) fostering positive attitudes toward both mathematics and the teaching profession; f) developing critical thinking and problem-solving skills; and g) promoting respect for human rights and ethical principles.

Education is carried out according to the principles of formal education and is enriched with distance education-supported materials when necessary. In addition, practical training is carried out in institutions within secondary schools affiliated with the Ministry of National Education.

1. Teacher candidates can explain and apply both theoretical and practical knowledge related to mathematics teaching.
2. Teacher candidates can explain and apply both theoretical and practical knowledge in the field of educational sciences.
3. Teacher candidates can apply the most appropriate teaching strategies, methods, techniques, and activities by taking into account the characteristics and learning outcomes of mathematics education.
4. Teacher candidates can integrate knowledge and skills related to mathematics and teaching.
5. Teacher candidates can develop a positive attitude and self-efficacy toward mathematics and mathematics teaching.
6. Teacher candidates are committed to using contemporary teaching methods to create effective learning-teaching environments.
7. Teacher candidates can integrate information and communication technologies into the learning and teaching of mathematics.
8. Teacher candidates appreciate the importance of using technology and instructional tools in mathematics learning and teaching.
9. Teacher candidates demonstrate commitment to following current developments for professional growth in mathematics education.
10. Teacher candidates can utilize scientific research methods and techniques in practices aimed at professional development.
11. Teacher candidates can use problem-solving skills effectively.
12. Teacher candidates can use creative and critical thinking skills.
13. Teacher candidates can use verbal and written communication skills effectively.
14. Teacher candidates can act appropriately toward democratic values, human rights, and social, scientific, and professional ethical principles, and adopt respect for these values as a habit.
15. Teacher candidates can possess the ability to work both independently and collaboratively

• Content Knowledge Competence
• Mathematical Problem Solving
• Mathematical Literacy
• Mathematical Modelling
• Teaching Methods, Techniques and Approaches
• Assessment and Decision-Making Competence
• Ethical and Legal Awareness Competence
• Research and Scientific Thinking Competence
• Digital Competence
• Mathematical Communication
• Teamwork
• Reasoning
• Critical Thinking
• Lifelong Learning
• Disciplinary and Interdisciplinary Integration

The absolute and relative grading system determines the success status of the students in accordance with the principles of Pamukkale University's Associate degree, Undergraduate Education and Training Directive and PAU Evaluation and Grading Directive.

In this context, the process and product-oriented assessment methods used in the Elementary Mathematics Education Program are announced in the syllabus at the beginning of the semester, and the success criteria for each assessment method are defined in the syllabus. Written exams, projects, designs, assignments, reports, presentations, portfolios, etc., answer keys or rubrics (measurement and evaluation tools) are used in performance assessments.  In these criterion-based assessments, the grading process is carried out by comparing the success of the students at the end of the evaluation with predetermined criteria or standards and assigning a score to their success. These points are converted into grades based on the standards announced to the students.

In addition, at the beginning of the semester, instructors announce the learning outcomes of the relevant course program and the flow of the teaching process in the syllabus. The syllabus is shared with students and relevant stakeholders on the Pau EBS website. Student success is evaluated by taking into account homework assignments, projects, mid-term examinations, and final examinations. In addition, at the beginning of the semester, the instructors announce the learning outcomes of the relevant syllabus and the flow of the teaching process in the syllabus. The syllabus is shared with students and relevant stakeholders on the PAU EBS website

In order to monitor the quality of higher education programs.

- CoHE is responsible for the planning, organization, management and supervision of education and training and other activities in higher education institutions.

- ‘University Monitoring and Evaluation Reports’ of higher education institutions prepared within the framework of the criteria determined by CoHE are published every year. The reports prepared according to these reports, including quantitative and qualitative evaluations of higher education institutions, are shared with the public by CoHE.

1. Construction and Approval of Curricula: CoHE determines the minimum standards and criteria required for the opening of undergraduate departments and programs in higher education institutions.

1.1. The curriculum of undergraduate programs in higher education institutions and the learning outcomes to be gained by the students in each program are determined by the senates of higher education institutions in accordance with the basic principles determined by CoHE.

1.2. The curriculum of the National Core Education Programs is approved by the relevant Council of Deans and implemented by higher education institutions with the approval of the Council of Higher Education.

2. Assessment and Evaluation: The measurement and evaluation of the learning outcomes of each undergraduate program is carried out according to the teaching and examination regulations prepared by higher education institutions in accordance with the basic principles determined by CoHE on these issues.

3. Certification: Students enrolled in undergraduate programs, if they successfully complete the course credits and other obligations determined by higher education institutions; receive a bachelor's degree.

4. Self-Assessment-External Evaluation: Higher education institutions, in the context of continuous monitoring, enter the ‘Institutional 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. Higher Education Quality Board shares the ‘Institutional Feedback Report’ prepared for the external evaluation of higher education institutions with the public. In addition, accreditation decisions given by accreditation bodies authorized or recognized by the Higher Education Quality Board also indicate that the quality assurance of the qualifications of the programs is ensured. The Higher Education Quality Board carries out regular review activities regarding the qualifications determined in accordance with the legislation.

5. This program has been accredited by EPDAD for 3 years (3+2) between 01.05.2025-01.05.2028.

 EPDAD is The Association for Evaluation and Accreditation of Teacher Education Programs

Detailed information can be found on the website of the accreditation body

 https://www.epdad.org.tr/

Admission of students to the first year of undergraduate programs is made according to the results of the exam organized by the Measurement, Selection and Placement Centre (ÖSYM). The admission of foreign candidates is made within the framework of the Higher Education Law and the regulations and decisions of the Higher Education Council and according to the conditions determined by the Senate, with the decision of the relevant board.

• Graduates can work as mathematics teachers in public and private secondary schools affiliated with the Ministry of National Education, as well as in private educational institutions.
• Graduates can continue their studies at the graduate level to further develop their skills, and upon completing their graduate studies, they can pursue academic careers as researchers or faculty members in mathematics education or educational sciences at various institutions, both domestically and internationally.
• Undergraduate students have the right to participate in the double major programs offered by the higher education institutions they are enrolled in. Students registered in double major programs can take courses from both diploma programs simultaneously and, if successful, can obtain two separate undergraduate diplomas.

1. Higher Education Law No. 2547

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

2. Higher Education Law No. 2547

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

The qualification is valid at all times