Matematik Öğretmenliği (İngilizce) Lisans Diploması

ISCO:08

ISCO:08

The main objective of Boğaziçi University Undergraduate Program in Secondary Mathematics Education, which is a four-year undergraduate program, is to train interrogative, researcher, and transformative mathematics teachers who have a good command of mathematics content knowledge. It aims to educate graduates in accordance with the Ministry of National Education's special field competencies for mathematics teachers and in accordance with the mission of our faculty to "train teachers who can producc Solutions in univcrsal criteria with scientific and intcrdisciplinary approaches and methods".

This program is offcrcd in English.

Leaming takes place in the form of formal, öpen, or distance education. In addition, practical training is carried out in laboratories and workshops within higher education institutions or in industry, as internship training in educational institutions affiliated with National Education.

• Possess basic knowledge in the field of natural Sciences in addition to abstract and applied mathematics.
• Possess knowledge of the nature of mathematics, its relationship with other disciplines, and the historical development of mathematical conccpts.
• Possess basic pedagogical knowledge (leaming theories, iııstructional planning process, material development, classroom management, guidancc and Consulting ete.).
• Design, implement, and evaluate the teaching process by using teaching methods, materials, and technology based on various leaming theories in line with the objeetives of secondary mathematics educatioıı in consideratioıı of the needs of the students.
• Develop and apply measurement-evaluation tools specifıc to secondary mathematics subjects at the level of students and to be able to use the results as a basis for student and instructional decisions.
• Possess knowledge about research methods used in the fıeld of educational Sciences, be able to follow scientifıc research related to the fıeld of mathematics education, and design research related to learning-teaching processes and materials.
• Observe sehool and leaming environments, analyze their components, and self-assess own professional competencies and development.
• Examine local and universal culture from a variety of perspeetives; have ethical values; develop interests and skills in scientific, cultural, and social fıelds to support professional and personal development.
• Acquire advanced and fluent levels of language and communication skills. Possess effective verbal and written expression in both Turkish and English which is the language of instruetion.

Advanced level of the key competencies listcd below.

• Academic literacy competence
• Multilingual competence
• Critical thinking competence
• Pedagogical competence
• Mathematical competence
• Science and technology competence
• Digital competence
• Personal, sociai, and learning to learn competence o Citizenship competence
• Initiative and entrepreneurial competence
• Cultural avvareness and expressive competence

• Mcasuremcnt and evaluation methods; cxam types and their contribution to the course grade arc 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. Letter or grade-based systems are used in the evaluation of student success.

In order to monitor the quality of higher education programs;

• YÖK is responsible for planning, organizing, managing and supervising education, 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 YÖK, are published every year. Reports prepared according to these reports, containing quantitative and qualitative evaluations for higher education institutions, are shared with the public by YÖK.

• The "Foundation Higher Education Institutions Report", which includes academic, administrative and financial data of foundation higher education institutions, is published every year by YÖK. These reports, which include quantitative and qualitative evaluations of foundation higher education institutions, are shared with the public by YÖK. Quality assurance of undergraduate programs in higher education is provided according to the "Procedures and Principles for Providing Quality Assurance of Higher Education Diploma Programs":

1. Creation and Approval of Curriculum: YÖK 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 that 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.

1.2. The curriculum of National Core Education Programs is implemented by higher education institutions with the approval of YÖK after being accepted by the relevant Council of Deans.

2. Measurement-Evaluation: How the learning outcomes that each undergraduate program will provide to the student will be measured and evaluated is carried out in line with the teaching and examination regulations prepared by higher education institutions in line with the basic principles determined by YÖK.

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

4. Self-Evaluation-External Evaluation: In the context of continuous monitoring, higher education institutions enter the "Institution 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. The "Institutional Feedback Report" prepared by YÖKAK regarding the external evaluation of higher education institutions is shared with the public. In addition, accreditation decisions made by accreditation bodies authorized or recognized by YÖKAK also show that the quality assurance of the qualifications of the programs is ensured. It carries out regular review activities regarding the qualifications determined in accordance with the YÖKAK legislation.

Student admission to the undergraduate program is detailed in Item 6 of the Boğaziçi University Undergraduate Education and Training Rcgulation, which entercd into forcc after being published in the Legal Gazette on 11.06.2016:

İTEM 6 - (1) Student admission lo undergraduate programs is made according to the principles determined by the Senate within thc framework of the Higher Education Law No. 2547 and the rcgulations and dccisions of thc Council of Higher FLducation.

2. International student application and admission proccdurcs arc carried out according to thc principles determined by the Senate within the framework of the provisions of the relevant legislation.

3. Intemal or extemal transfer application and admission procedures are carried out according to the principles determined by the Senate within the framework of the relevant legislation provisions.

Many of the graduates of Boğaziçi University Mathematics Teacher Education Program are working as teachers and administrators in public and private schools. A signifıcant number of them choose to continue their graduate studies. Many graduates work as faculty members at leading universities both in Turkey and abroad.

1. Higher Education Law No. 2547

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

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

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

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

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