İlköğretim Matematik Öğretmenliği Lisans Diploması

ISCO08-2341

ISCO08-2341

Purposes of the Primary Mathematics Education undergraduate program include training teachers who has the necessary knowledge in the field, who can renew his/her knowledge and skills continuously, who can plan and execute processes of teaching mathematics, who can select and use appropriate sources, materials and technologies to teach mathematics, who possesses positive attitudes and values toward teaching mathematics, and who can support mathematical culture within the society. At the same time, it is the aim of the program to support the development of future teachers who can recognizes universal and national values, who acknowledges and respects human and children’s rights, and who value democratic life style.

The educational activities of our Faculty are carried out in the B Block classroom building located on the Göztepe North Campus of Istanbul Medeniyet University. This block houses 11 classrooms allocated to the Faculty of Educational Sciences. All classrooms and laboratories are equipped with projectors, and the maintenance and repair of technological equipment are conducted regularly. In addition, students actively participate in technology-supported learning processes through smart boards, computer laboratories, and digital materials. Our faculty also includes a specially designed mathematics classroom, which is equipped with a variety of educational materials and teaching tools to enhance students’ instructional skills. In this program, learning is conducted through both face-to-face and distance education. Theoretical courses are delivered in classrooms, while practical courses take place in environments such as the mathematics education laboratory and the computer laboratory. Furthermore, students gain professional experience by completing a teaching practicum in primary schools affiliated with the Ministry of National Education.

The most comprehensive resource supporting students’ access to information is the Istanbul Medeniyet University Ziraat Bank Library, located on the Göztepe North Campus. Designed as a modern research center, the library provides access to electronic databases and supports scientific research and e-resource use through computers located on different floors. The Disability Study Center is also equipped with specially designed computers for students with special needs. The library, with its extensive study areas and three conference halls, hosts various events organized by student communities, academics, and faculty units.

In addition to academic development, our university also aims to support students through social, cultural, and sports activities. The Sports Services Unit, under the Department of Health, Culture, and Sports, provides students with access to football, basketball, volleyball, and tennis courts, as well as indoor sports facilities, while also overseeing the maintenance of these venues. In this way, students are offered various opportunities to protect their physical and mental health and to make productive use of their leisure time.

Students’ nutritional needs are addressed through a professional approach; meal plans are prepared in collaboration with food engineers, taking into account calories, protein, diversity, and seasonal conditions. Meals are regularly inspected, and university dining halls serve approximately 3,000 students daily.

Our faculty also hosts the Health, Psychotherapy, and Psychological Counseling Unit, which provides individual counseling services to students. Through the Counseling and Guidance Appointment System, students can schedule sessions for psychological support as well as for Spiritual Counseling and Guidance services.

Campus security is provided by 76 security personnel working on a 24/7 basis. All university buildings are equipped with fire safety equipment, emergency exit staircases, and earthquake preparedness posters. Additionally, the university’s website includes the contact addresses and phone numbers of all units, along with a “Help Desk” section through which students can request technical support.

All these physical and digital learning environments are designed to support students’ academic development, enable research, and foster interactive learning processes. Through teaching practice, students have the opportunity to develop their pedagogical skills and gain professional competence. Moreover, within the framework of the Community Service Practices course, students benefit from out-of-school learning environments in collaboration with partner institutions, thereby enhancing their social responsibility awareness and strengthening their engagement with society.

1) Explain the historical development of Turkish National Education, its structure, the functioning of schools, the authorities and responsibilities as a teacher at school.

2) Understand the process of scientific research and use scientific thinking in interpreting events.

3) Analyze mathematics curricula and related mathematics topics in the curriculum.

4) Compare and interpret the historical development and philosophical foundations of the field.

5) Produce new mathematical knowledge for himself/herself by using mathematical thinking process.

6) Gain knowledge of teaching related to the field.

7) Acquire a sufficient level of mathematics field knowledge related to the field.

8) Plan and implement the mathematics teaching process.

9) Create a classroom environment that supports mathematics learning.

10) Use appropriate resources, materials and technologies in mathematics teaching.

11) Monitor and evaluate the mathematics learning process.

12) Monitor and support mathematics culture in school and society.

13) Use other languages to follow foreign resources.

14) Possess knowledge of students' developmental characteristics and learning styles, and design learning environments suitable for these characteristics.

15) Acquire general culture related to other disciplines.

16) Use Turkish language properly and effectively.

17) Have necessary knowledge and skills to work with students who need special attention and education.

18) Can choose and use measurement and evaluation methods appropriate to the goals of the program.

19) Acts in accordance with the laws, regulations and legislation regarding the duties, rights and responsibilities he has regarding the teaching profession.

20) Uses mathematical language and terminology accurately and effectively.

Possesses the following key competencies at an advanced level.

1. Literacy competence

2. Multilingual competence

3. Mathematical competence and competence in science, technology, and engineering

4. Digital competence

5. Personal, social, and learning-to-learn competence

6. Citizenship competence

7. Entrepreneurial competence

8. Cultural awareness and expression competence

Within the scope of the Undergraduate Education and Training Regulations of Istanbul Medeniyet University

1. Examinations consist of midterm exams, make-up exams, end-of-term/year exams, resit exams, single-course exams, and exemption exams. The instructor of each course determines the midterm exams, assignments, practical work, and similar activities for which students are responsible, their contribution to the end-of-term letter grade, and, if applicable, the conditions for participating in the end-of-term exam, and these are announced to students at the beginning of the term/year.

2. Exam dates are announced to students at least two weeks prior to the start of the examination schedule.

3. The instructor and exam proctors are responsible for ensuring that examinations are conducted in accordance with the rules.

4. Students are required to attend the exam on the announced date, time, and location and must bring their identification documents along with any other documents requested.

5. Exam results are announced within seven days of the exam date, and the exam papers are delivered to the relevant faculties/schools on the business day following the announcement of the results.

Midterm, End-of-Term, and End-of-Year Exams

1. Each course includes at least one midterm exam and one end-of-term/year exam.

2. Courses that do not require a midterm and/or end-of-term/year exam are determined by the relevant department and reported to the Registrar’s Office.

3. Assignments, projects, and similar work carried out within the course can only be used in place of the midterm exam.

4. Midterm, end-of-term/year, and resit exams are conducted on the dates specified in the academic calendar. Other exams may be held as long as students are notified at least one week in advance.

5. Students who are eligible to take the end-of-term/year exam for the courses they have taken during the term are granted the right to a resit exam at the end of each term/year for courses they did not attend, failed, conditionally passed, or wish to improve their grades. The resit exam replaces the end-of-term/year grade.

Assessment of Achievement

1. Achievement in a program is evaluated according to either the absolute grading system or the relative grading system. The choice of the relative grading system and its principles are decided by the relevant faculty board.

2. In programs where the relative grading system is applied, courses with 10 or fewer students are evaluated using the absolute grading system.

3. Students are given a letter grade for each course at the end of the term/year in which they are registered.

4. The letter grade is determined based on midterm exams, end-of-term/year exams, and in-term coursework. The end-of-term/year exam accounts for at least 40% and at most 60% of the course success grade.

5. To be considered successful in a course, a student must achieve at least 50 out of 100 on the end-of-term/year exam.

6. According to the absolute grading system, grades and coefficients are evaluated as follows:

7. Letter grades not included in the GPA, as specified in item 6, are defined as follows:
   a) MU: Given to students who are exempted from a course previously taken and recognized as successful without a score, based on the recommendation of the department chair and approval of the relevant administrative board.
   b) GR: Given to students who did not attend the term/year-end exam.
   c) DZ: Given to students who did not meet attendance requirements.
   ç) YT: Given to students who successfully completed the educational activities.
   d) YZ: Given to students who did not successfully complete the educational activities.

8. To be considered unconditionally successful in a course, a student must obtain at least a CC grade.

9. To be considered successful in conditionally passed courses (DC, DD), a student’s weighted GPA must be above 1.80.

Quality assurance is of critical importance for enhancing the quality of educational activities, responding effectively to societal needs, increasing student and stakeholder satisfaction, strengthening national and international recognition, supporting the sustainability of academic performance, and ensuring transparency and accountability. In this context, Istanbul Medeniyet University aims to secure quality in the areas of education and training, research and development, internationalization, social contribution, and institutional structure, and continuously improves its internal evaluation processes.

The university has established its quality policy and implemented its quality manual in line with the regulations of the Council of Higher Education (YÖK), ISO 9001 Quality Management System standards, and institutional values. The quality assurance structure is coordinated by the Quality Coordination Office, reporting directly to the Rector, and the University Quality Commission composed of faculty representatives, while quality and strategy commissions ensure coordination at the faculty level.

The university’s strategic plans for 2020–2024 and 2025–2029 were prepared with stakeholder participation. The latest plan identifies five goals, sixteen objectives, fifty-four performance indicators, and forty-nine strategies. Appointment and promotion guidelines, annual activity reports, and internal evaluation reports support the principles of transparency and accountability. In addition, the effective use of the University Information Management System (UBYS) and its sub-modules has significantly contributed to information management and the digitalization of quality processes.

The university’s quality-oriented development is also reflected in international rankings. In the THE Impact Rankings, the university advanced from the 1000+ band to the 601–800 band, while in the URAP rankings it rose to 1639th worldwide and 33rd among Turkish universities. Furthermore, the university has demonstrated progress in both the QS EECA and GreenMetric rankings.

To foster a culture of quality, feedback from students, academic staff, and administrative staff is regularly collected through surveys, and a new curriculum was introduced in 2024. Alumni relations are strengthened through IMÜDER, which provides scholarships and social support, while graduate tracking activities monitor the academic and professional profiles of graduates.

The internal evaluation reports of Istanbul Medeniyet University submitted to the Higher Education Quality Council (YÖKAK) can be accessed at https://kalite.medeniyet.edu.tr/tr/dokumanlar/raporlar, while the regulations and directives implemented under the Quality Coordination Office are available at https://kalite.medeniyet.edu.tr/tr/dokumanlar/mevzuat.

The quality assurance of associate and undergraduate diploma programs in higher education is ensured in accordance with the Procedures and Principles Regarding the Quality Assurance of Higher Education Diploma Programs.

Formation and Approval of Curricula
1.1. The Council of Higher Education (YÖK) determines the minimum standards and criteria required for the establishment of undergraduate departments and programs at higher education institutions.
1.2. The curriculum of undergraduate programs and the intended learning outcomes to be acquired by students are determined by the senates of higher education institutions, in line with the basic principles set by YÖK.
1.3. The curricula of National Core Education Programs are implemented by higher education institutions upon YÖK’s approval.
1.4. Assessment and Evaluation: The methods for assessing and evaluating the intended learning outcomes of each undergraduate program are carried out in accordance with the education, teaching, and examination regulations prepared by higher education institutions, based on the fundamental principles established by YÖK.
1.5. Certification: Students enrolled in undergraduate programs are awarded a bachelor’s degree diploma upon the successful completion of the course credits and other requirements determined by the higher education institution.
1.6. Self-Evaluation and External Evaluation: In the context of continuous monitoring, higher education institutions enter their Institutional Internal Evaluation Reports for the previous year into the Information System prepared by YÖKAK at the beginning of each year. YÖKAK publishes the Institutional Feedback Report on the external evaluation of higher education institutions to the public. In addition, accreditation decisions granted by accreditation agencies authorized or recognized by YÖKAK also demonstrate that program qualifications have been assured in terms of quality. As required by YÖKAK regulations, regular review activities are carried out regarding the defined qualifications.

Department-Level Quality Practices

At the departmental level, quality practices are carried out through the systematic measurement of program outcomes, monitoring of student achievement, updating of course content, and implementation of continuous improvement mechanisms. These practices extend beyond teaching to include professional development activities for students, mentoring, social responsibility projects, and alumni tracking efforts. Student performance is monitored through exams, assignments, and in-class applications, while course evaluations and feedback are used to update teaching processes on a regular basis.

Importantly, the Elementary Mathematics Teacher Education Program was accredited for three years by the Association for Evaluation and Accreditation of Teacher Education Programs (EPDAD), certifying the quality of its educational standards and practices.

The department also supports the academic development of faculty members by encouraging research and publication activities and promoting participation in national and international conferences and symposia. Alumni relations are further strengthened through alumni surveys and communication channels maintained via social media, ensuring that program outcomes and their reflections in professional life and postgraduate studies are systematically monitored.

In conclusion, with its innovative, transparent, and sustainable approach to quality management, Istanbul Medeniyet University has achieved success not only at the institutional level but also at the program level, contributing to the overall improvement of quality in the higher education system at both national and international scales.

Association for Evaluation and Accreditation of Teacher Education Programs (EPDAD)

Accreditation Start/End Date: 05.01.2025 / 05.01.2028

Within the framework of the regulations set by the Council of Higher Education (YÖK), admission to this program is carried out through the system administered by the Student Selection and Placement Center (ÖSYM). In order to be placed in the program, candidates must rank within the top 300,000 in the Numerical (SAY) score type of the Higher Education Institutions Examination (YKS)

Graduates of this program are qualified to serve as mathematics teachers in state and private secondary schools affiliated with the Ministry of National Education. They are also eligible to apply for postgraduate programs in education or related fields and may pursue academic careers. Graduates can further specialize in the field of education by working at institutions such as TÜBİTAK, the Ministry of National Education, private education and consultancy companies, organizations developing instructional technologies, and curriculum development projects, thereby undertaking various professional roles.

Istanbul Medeniyet University aims to ensure quality in the fields of education and instruction, research and development, internationalization, social contribution, and governance, and accordingly establishes and operates internal and external quality assurance systems. The principal legal bases for quality assurance and accreditation processes are as follows: the Regulation on Higher Education Quality Assurance and the Higher Education Quality Council, published in the Official Gazette No. 30604 dated 23.11.2018; the Istanbul Medeniyet University Quality Assurance Directive dated 18.10.2023; and the Regulation on the Procedures and Principles Regarding the Implementation of the Turkish Qualifications Framework (TQF), promulgated by Presidential Decision No. 1107 dated 14.05.2019 and published in the Official Gazette No. 30775 dated 15.05.2019.

In drafting the content of the Bachelor’s Program in Elementary Mathematics Teacher Education, the program qualifications and frameworks recommended by the Council of Higher Education (CoHE) were taken as reference.

1. Law No. 2547 on Higher Education
   1.1. Regulation on the Principles of Transfers Between Associate and Undergraduate Programs, Double Major, Minor, and Inter-Institutional Credit Transfer in Higher Education Institutions
   1.2. Regulation on the Continuation of Undergraduate Education by Graduates of Vocational Schools and Open Education Associate Degree Programs
    

Law No. 2547 (Additional Article 35)
2.1. Regulation on Higher Education Quality Assurance and the Higher Education Quality Council

The qualification is permanently valid.