{"id":18047,"date":"2024-05-06T15:56:14","date_gmt":"2024-05-06T15:56:14","guid":{"rendered":"https:\/\/su.edu.ye\/fe\/?page_id=18047"},"modified":"2024-05-06T16:05:53","modified_gmt":"2024-05-06T16:05:53","slug":"specification-document-of-mathematics-program","status":"publish","type":"page","link":"https:\/\/su.edu.ye\/fe\/en\/specification-document-of-mathematics-program\/","title":{"rendered":"Specification Document of Mathematics Program"},"content":{"rendered":"\t\t
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Specification Document of Mathematics Program <\/h3>

Faculty of Education <\/p>\n<\/div><\/span><\/div>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Basic Information about the Program <\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Program Title and Final Award<\/strong><\/p><\/td>

Mathematics Teacher for Secondary School Students<\/strong><\/p><\/td><\/tr>

Awarding Body\/ Institution<\/strong><\/p><\/td>

Faculty of Education \u2013 Sana’a University<\/strong><\/p><\/td><\/tr>

Teaching Institution\/ Responsible Department<\/strong><\/p><\/td>

Department of Mathematics Curricula & Teaching Methods<\/strong><\/p><\/td><\/tr>

Other Departments involved in Teaching the program<\/strong><\/p><\/td>

All educational departments<\/strong><\/p><\/td><\/tr>

Medium of Instruction<\/strong><\/p><\/td>

Arabic & English<\/strong><\/p><\/td><\/tr>

Program Start Year (for Newly Specified Programs)<\/strong><\/p><\/td>

Academic Year 2020-2021<\/strong><\/p><\/td><\/tr>

Study Mode<\/strong><\/p><\/td>

Regular (minimum attendance 75%)<\/strong><\/p><\/td><\/tr>

Place of Study<\/strong><\/p><\/td>

Faculty of Education<\/strong><\/p><\/td><\/tr>

System of Study<\/strong><\/p><\/td>

Two semesters<\/strong><\/p><\/td><\/tr>

Duration of the Program<\/strong><\/p><\/td>

Four years of study (eight semesters)<\/strong><\/p><\/td><\/tr>

Possible Future Career Options for Graduates<\/strong><\/p><\/td>

Mathematics Teacher for secondary school students<\/strong><\/p><\/td><\/tr>

Levels of Award\/ Final Award<\/strong><\/p><\/td>

Bachelor\u2019s Degree in Education, Major: Mathematics Teacher<\/strong><\/p><\/td><\/tr>

Prerequisite Qualifications<\/strong><\/p><\/td>

High School Degree, Scientific Section<\/strong><\/p><\/td><\/tr>

Required Average Grade for Admission<\/strong><\/p><\/td>

60%<\/strong><\/p><\/td><\/tr>

Capacity<\/strong><\/p><\/td>

70 male & female students<\/strong><\/p><\/td><\/tr>

Other Requirements <\/strong><\/p><\/td>

Requirements adopted by Sana\u2019a University\/ Faculty of Education<\/strong><\/p><\/td><\/tr>

Program Coordinator<\/strong><\/p><\/td>

Dr. Bashir Ahmed Mufarreh<\/strong><\/p><\/td><\/tr>

Date of Program Specification\/<\/strong><\/p>


Latest Accreditation<\/strong><\/p><\/td>

\u00a02022<\/strong><\/p><\/td><\/tr><\/tbody><\/table>

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Department Mission<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Enhancing Bachelor\u2019s, Master\u2019s and PhD programs to meet the community\u2019s demands for highly qualified educational teachers specialized in Mathematics; equipping them with the principles of knowledge, scientific and logical thinking, and scientific research skills in Mathematics teaching; and enhancing their practical abilities to effectively address daily educational challenges and contribute to both school-based learning and lifelong learning.<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Department Aims<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\u00a0Aligned with the overarching aims of the Faculty of Education to cultivate proficient educators, the Department of Mathematics Curricula endeavors to achieve the following aims through its programs and curricula:<\/strong><\/p><\/td><\/tr>

1.\u00a0\u00a0\u00a0\u00a0\u00a0 Qualifying and preparing pre-service Mathematics teachers by offering specialized, developed, and high-quality programs for Mathematics teacher preparation specifically tailored to secondary education stage.<\/strong><\/p><\/td><\/tr>

2.\u00a0\u00a0\u00a0\u00a0\u00a0 Developing Mathematics teacher preparation programs to align with global standards and meet the community\u2019s needs for qualified Mathematics teachers across all educational levels.<\/strong><\/p><\/td><\/tr>

3.\u00a0\u00a0\u00a0\u00a0\u00a0 Conducting educational research focused on Mathematics curricula, integrating modern teaching methods, strategies, and models of 21st<\/sup> century into the curriculum teaching process.<\/strong><\/p><\/td><\/tr>

4.\u00a0\u00a0\u00a0\u00a0\u00a0 Implementing research on the integration of computers in teaching Mathematics, ensuring the incorporation of technology into Mathematics teacher qualification, and emphasizing the use of computer information technology in training student teachers enrolled in Mathematics teacher preparation programs.<\/strong><\/p><\/td><\/tr>

5.\u00a0\u00a0\u00a0\u00a0\u00a0 Contributing to in-service training of Mathematics teachers by offering professional development programs that enhance their skills, values, and positive attitudes towards the teaching profession, and promote the principle of lifelong learning.<\/strong><\/p><\/td><\/tr>

6.\u00a0\u00a0\u00a0\u00a0\u00a0 Providing consultations by departmental teaching staff and their active participation in conferences and workshops dedicated to discussing educational issues pertinent to the advancement of Mathematics curricula as well as teaching methods and strategies.<\/strong><\/p><\/td><\/tr>

7.\u00a0\u00a0\u00a0\u00a0\u00a0 Providing appropriate service to the community, educational and pedagogical institutions and educational research centers, by implementing studies and providing consultations that contribute to developing educational practices in the field and address any imbalances in the education system.<\/strong><\/p><\/td><\/tr>

8.\u00a0\u00a0\u00a0\u00a0\u00a0 Emphasizing the professional teaching ethics and morals as a shared responsibility of both teaching staff and student teachers enrolled in the Department programs.<\/strong><\/p><\/td><\/tr>

9.\u00a0\u00a0\u00a0\u00a0\u00a0 Developing graduate programs for Master\u2019s and PhD Degrees in accordance with internationally recognized standards.<\/strong><\/p><\/td><\/tr>

10.\u00a0 Contributing to the development of the quality system in administrative and academic aspects, including the implementation of self-evaluations to ensure the quality of departmental programs.<\/strong><\/p><\/td><\/tr>

11.\u00a0 Seeking accreditation for the programs offered by the Department from recognized local bodies and organizations.<\/strong><\/p><\/td><\/tr><\/tbody><\/table>

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Program Mission<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Preparing highly qualified educational teachers specialized in Mathematics; equipping them with the principles of knowledge, scientific and logical thinking, and scientific research skills in Mathematics teaching; and enhancing their practical abilities to effectively address daily educational challenges and contribute to both school-based learning and lifelong learning.<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Program Aims <\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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  • The program seeks to achieve the following aims:<\/strong><\/p>

    1. Equipping students with the knowledge of fundamental components of Mathematics, essential mathematical concepts, mathematical reasoning, and problem-solving strategies.\u00a0<\/strong><\/p><\/td><\/tr>

    2. Providing students with Mathematics teaching skills using modern methods that encourage active learning; implementing applications to elucidate mathematical concepts and processes; and utilizing real data, verification skills, simulation, multiple representations, and intuitive justifications.<\/strong><\/p><\/td><\/tr>

    \u00a03. Equipping students with knowledge of psychological and educational foundations to understand learners\u2019 nature; their learning motivations; personalities; learning methods; attitudes towards teachers, curriculum and school; tendencies and desires to participate and interact in various learning situations; and employing this knowledge during curriculum development, lesson planning and implementation, or evaluation of cognitive, skill-based, and affective aspects of learning.<\/strong><\/p><\/td><\/tr>

    \u00a04. Enabling students to develop professional skills, foster self-confidence, cultivate respect for people from diverse cultures and backgrounds, and develop the ability to work individually or within a team.<\/strong><\/p><\/td><\/tr><\/tbody><\/table><\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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    Program References: <\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    The program design and development were based on the following:<\/strong><\/p>

    1- Yemeni Universities Law and Executive Regulations, 2012<\/strong><\/p>

    2- First level standards developed by the Council for Academic Accreditation and Quality Assurance, Ministry of Higher Education and Scientific Research, Republic of Yemen.<\/strong><\/p>

    3- Faculty of Education (Sana’a) Guide, 2003<\/strong><\/p>

    4- Regulations and Outputs of the Academic Development and Quality Assurance Center, Sana’a University.<\/strong><\/p>

    5- Reform Project of Science and Mathematics Teachers\u2019 Preparation Programs in Yemen<\/strong><\/p>

    • Department of Mathematics Teacher, Ibb University, Yemen.<\/strong><\/li>
    • Department of Mathematics Teacher, Taiz University, Yemen.<\/strong><\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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      Program Intended Learning Outcomes (PILOs): <\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      First: Knowledge and Understanding <\/u><\/strong><\/p>

      Upon successful completion of this program, graduates will be able to:<\/strong><\/p><\/td><\/tr>

      A1 Demonstrate knowledge and understanding of the fundamental components of mathematics, including related basic concepts, mathematical logic, and problem-solving strategies, or concepts shared with other areas of the natural sciences.<\/strong><\/p><\/td><\/tr>

      A2 Exhibit knowledge and understanding of the nature and components of mathematics curricula, including the rules, principles, and foundations governing their construction, development, and evaluation.<\/strong><\/p><\/td><\/tr>

      \u00a0A3 Show understanding and knowledge of the psychological and educational foundations relevant to comprehending the nature of learners and their motivations towards learning mathematics, assessing their personalities, methods of learning, and tendencies and preferences for engaging and interacting in various learning environments.<\/strong><\/p><\/td><\/tr>

      A4. <\/strong>
      Demonstrate knowledge and understanding of cultural aspects related to the history of mathematics, the interaction between science and mathematics, their societal impact, and utilization of technology in teaching and learning mathematics.<\/strong><\/p><\/td><\/tr>

      Second: Intellectual Skills<\/u><\/strong><\/p>

      Upon successful completion of this program, graduates will be able to:<\/strong><\/p><\/td><\/tr>

      B1 Analyze the knowledge gained from various methods, strategies, approaches, and models of mathematics teaching and select the appropriate and effective ones for teaching the content, engaging students in learning activities and situations, and overcoming learning difficulties to achieve the goals of Mathematics teaching and ensure the quality of learning outcomes.<\/strong><\/p><\/td><\/tr>

      B2 Analyze the curriculum components, identify strengths and weaknesses, and utilize this understanding to revise the mathematics content of the topics assigned for teaching.<\/strong><\/p><\/td><\/tr>

      B3 Cultivate the habits of a mathematical thinker and engage in various mathematical practices such as precision in language, construction and comparison of mathematical representations, mathematical intuition, problem-solving, and mathematical proof.<\/strong><\/p><\/td><\/tr>

      B4 Identify the factors that enhance or inhibit students\u2019 learning and apply this knowledge in managing teaching activities and providing opportunities that support students\u2019 cognitive, mental, and skillful growth, fostering positive attitudes towards learning.<\/strong><\/p><\/td><\/tr>

      Third: Professional and Practical Skills<\/u><\/strong><\/p>

      Upon successful completion of this program, graduates will be able to:<\/strong><\/p><\/td><\/tr>

      C1 Apply mathematics to a wide range of problems and recognize the interconnectedness between various branches of mathematics and other disciplines.<\/strong><\/p><\/td><\/tr>

      C2 Teach mathematics using modern methods that foster active learning, incorporate applications to illustrate mathematical concepts and processes, and utilize real-world data, verification skills, simulations, multiple representations, and intuitive justifications.<\/strong><\/p><\/td><\/tr>

      C3 Employ the technology, which includes graphing calculators, computer algebra systems, interactive engineering software, and statistical software, in an integrated manner across most courses.<\/strong><\/p><\/td><\/tr>

      C4 Apply a variety of assessment techniques to diagnose educational problems and participate in professional development opportunities.<\/strong><\/p><\/td><\/tr>

      Fourth: \u00a0 General and Transferable Skills<\/u><\/strong><\/p>

      Upon successful completion of this program, graduates will be able to:<\/strong><\/p><\/td><\/tr>

      D1 Use modern information and communication technology to enhance their professional and communication skills for continuous lifelong learning.<\/strong><\/p><\/td><\/tr>

      D2 Practice leadership, supervision, management and teamwork skills.<\/strong><\/p><\/td><\/tr>

      D3 Execute educational tasks in adherence to ethical, legal, and professional standards and regulations.<\/strong><\/p><\/td><\/tr><\/tbody><\/table>

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      Curriculum Map <\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      I\u00a0 \u00a0= Introduced<\/strong><\/p>

      R\u00a0 = Reinforced<\/strong><\/p>

      M\u00a0 = Mastered<\/strong><\/p><\/td><\/tr>

      Course Title<\/strong><\/p><\/td>

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      First Semester<\/strong><\/p><\/td>

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      Foundations of Mathematics<\/strong><\/p><\/td>

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      Algebra and Trigonometry<\/strong><\/p><\/td>

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      Calculus 1<\/strong><\/p><\/td>

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      Computer Skills<\/strong><\/p><\/td>

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      Second Semester<\/strong><\/p><\/td>

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      Fundamentals of Statistics<\/strong><\/p><\/td>

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      Discrete Mathematics<\/strong><\/p><\/td>

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      		\u00a0<\/td>\u00a0<\/td>

      I<\/strong><\/p><\/td>

      I<\/strong><\/p><\/td>

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      I<\/strong><\/p><\/td>

      I<\/strong><\/p><\/td>

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      Differential Calculus<\/strong><\/p><\/td>

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      I<\/strong><\/p><\/td>

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      I<\/strong><\/p><\/td>

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      I<\/strong><\/p><\/td>

      I<\/strong><\/p><\/td>

      I<\/strong><\/p><\/td>

      I<\/strong><\/p><\/td>

      		\u00a0<\/td>\u00a0<\/td><\/tr>

      Calculus 2<\/strong><\/p><\/td>

      I<\/strong><\/p><\/td>

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      I<\/strong><\/p><\/td>

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      I<\/strong><\/p><\/td>

      I<\/strong><\/p><\/td>

      		\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>

      I<\/strong><\/p><\/td>

      I<\/strong><\/p><\/td>

      I<\/strong><\/p><\/td>

      I<\/strong><\/p><\/td>

      I<\/strong><\/p><\/td><\/tr>

      Arabic 2<\/strong><\/p><\/td>

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      I<\/strong><\/p><\/td>

      		\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>

      I<\/strong><\/p><\/td>

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      I<\/strong><\/p><\/td><\/tr>

      English 2<\/strong><\/p><\/td>

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      I<\/strong><\/p><\/td>

      		\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>

      I<\/strong><\/p><\/td>

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      I<\/strong><\/p><\/td><\/tr>

      National Culture<\/strong><\/p><\/td>

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      I<\/strong><\/p><\/td>

      		\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>

      I<\/strong><\/p><\/td>

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      Third Semester<\/strong><\/p><\/td>

      A1<\/strong><\/p><\/td>

      A2<\/strong><\/p><\/td>

      A3<\/strong><\/p><\/td>

      B1<\/strong><\/p><\/td>

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      C6<\/strong><\/p><\/td>

      D1<\/strong><\/p><\/td>

      D2<\/strong><\/p><\/td>

      D3<\/strong><\/p><\/td>

      D4<\/strong><\/p><\/td><\/tr>

      Probability Theory<\/strong><\/p><\/td>

      R<\/strong><\/p><\/td>

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      		\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>

      R<\/strong><\/p><\/td>

      R<\/strong><\/p><\/td>

      		\u00a0<\/td>\u00a0<\/td><\/tr>

      Statistics<\/strong><\/p><\/td>

      		\u00a0<\/td>

      R<\/strong><\/p><\/td>

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      R<\/strong><\/p><\/td>

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      R<\/strong><\/p><\/td>

      		\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>

      R<\/strong><\/p><\/td>

      R<\/strong><\/p><\/td>

      R<\/strong><\/p><\/td>

      R<\/strong><\/p><\/td>

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      Calculus 3<\/strong><\/p><\/td>

      R<\/strong><\/p><\/td>

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      R<\/strong><\/p><\/td>

      R<\/strong><\/p><\/td>

      R<\/strong><\/p><\/td>

      		\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>

      R<\/strong><\/p><\/td>

      		\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>

      R<\/strong><\/p><\/td>

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      Electronic Learning Media<\/strong><\/p><\/td>

      I<\/strong><\/p><\/td>

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      I<\/strong><\/p><\/td>

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      I<\/strong><\/p><\/td>

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      I<\/strong><\/p><\/td>

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      I<\/strong><\/p><\/td>

      I<\/strong><\/p><\/td><\/tr>

      Teaching and Learning Skills<\/strong><\/p><\/td>

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      I<\/strong><\/p><\/td>

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      I<\/strong><\/p><\/td>

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      I<\/strong><\/p><\/td>

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      I<\/strong><\/p><\/td>

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      Educational Psychology<\/strong><\/p><\/td>

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      I<\/strong><\/p><\/td>

      I<\/strong><\/p><\/td>

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      Fourth Semester<\/strong><\/p><\/td>

      A1<\/strong><\/p><\/td>

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      C1<\/strong><\/p><\/td>

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      D1<\/strong><\/p><\/td>

      D2<\/strong><\/p><\/td>

      D3<\/strong><\/p><\/td>

      D4<\/strong><\/p><\/td><\/tr>

      Geometry & Measurement 2<\/strong><\/p><\/td>

      R<\/strong><\/p><\/td>

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      R<\/strong><\/p><\/td>

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      R<\/strong><\/p><\/td>

      R<\/strong><\/p><\/td>

      R<\/strong><\/p><\/td>

      R<\/strong><\/p><\/td>

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      Coordinate Systems & Vector Analysis<\/strong><\/p><\/td>

      R<\/strong><\/p><\/td>

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      R<\/strong><\/p><\/td>

      R<\/strong><\/p><\/td>

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      R<\/strong><\/p><\/td>

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      R<\/strong><\/p><\/td>

      R<\/strong><\/p><\/td>

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      Ordinary Differential Equations<\/strong><\/p><\/td>

      R<\/strong><\/p><\/td>

      		\u00a0<\/td>\u00a0<\/td>

      R<\/strong><\/p><\/td>

      R<\/strong><\/p><\/td>

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      R<\/strong><\/p><\/td>

      R<\/strong><\/p><\/td>

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      R<\/strong><\/p><\/td>

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      R<\/strong><\/p><\/td>

      R<\/strong><\/p><\/td>

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      Curriculum Construction and Evaluation<\/strong><\/p><\/td>

      I<\/strong><\/p><\/td>

      I<\/strong><\/p><\/td>

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      I<\/strong><\/p><\/td>

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      I<\/strong><\/p><\/td>

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      I<\/strong><\/p><\/td>

      I<\/strong><\/p><\/td>

      I<\/strong><\/p><\/td>

      I<\/strong><\/p><\/td>

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      Developmental Psychology<\/strong><\/p><\/td>

      R<\/strong><\/p><\/td>

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      R<\/strong><\/p><\/td>

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      R<\/strong><\/p><\/td>

      R<\/strong><\/p><\/td>

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      R<\/strong><\/p><\/td>

      R<\/strong><\/p><\/td>

      R<\/strong><\/p><\/td>

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      R<\/strong><\/p><\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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      Teaching Strategies: <\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      Strategy<\/strong><\/p><\/td>

      Description of how the key strategy will be used<\/strong><\/p><\/td><\/tr>

      Interactive lecture<\/strong><\/p>

      \u00a0<\/p><\/td>

      An interactive lecture<\/em>, which is also known as a lecturing method, is a traditional but widely-used teaching approach across all educational levels. Many instructors resort to it regularly due to the dense content of the curriculum and the limited time allocated for study.<\/strong><\/p>

      Lecturing involves the transfer of knowledge from the instructor to the students through verbal communication and explanation. During this process, students are expected to listen attentively to the instructor\u2019s speech, respond to posed questions, follow provided instructions, and engage mentally.<\/strong><\/p>

      Interactive lectures<\/em> transition students from a state of passive reception of information to a state of active thinking, thereby enhancing their deep understanding. They incorporate a variety of well-selected activities that help develop different characteristics of active learners, including the ability to inquire, analyze issues, and solve problems.<\/strong><\/p><\/td><\/tr>

      Demonstration<\/strong><\/p><\/td>

      A demonstration<\/em> can be defined as a proficient performance in which the instructor illustrates to students how to execute a task or technique in a workplace setting.\u00a0 This method typically commences with an introduction for students, providing a detailed overview of the procedures and processes involved in the learning topic. Subsequently, the instructor conducts the demonstration, utilizing various teaching aids or media, such as educational films, videos, or a series of explanatory drawings. Throughout the demonstration, the instructor provides verbal explanations to accompany the displayed skill.<\/strong><\/p>


      For effective learning, the instructor should initially demonstrate the entire process to be learned and then proceed to explain the procedures to the students step by step. For instance, the instructor might utilize a video demonstration to illustrate the process of defusing a timed bomb, followed by a thorough explanation of the procedures step by step.<\/strong><\/p><\/td><\/tr>

      Cooperative Learning<\/strong><\/p><\/td>

      Cooperative learning<\/em> is a teaching and learning strategy that hinges on facilitating opportunities for all learners to interact collaboratively, either within or outside the classroom, by engaging in small group work aimed at accomplishing specific educational objectives. It possesses distinctive characteristics, as it fosters an organized and purposeful learning environment reliant on the cooperation and active participation of all students to attain the desired learning outcomes. It emphasizes individual accountability, the interconnectedness of group members, and the equitable distribution of roles among participants.<\/strong><\/p><\/td><\/tr>

      Problem Solving<\/strong><\/p><\/td>

      Problem-solving<\/em> is a strategy employed when the subject matter lends itself to formulation as a problem situation necessitating thoughtful analysis and resolution. In instances where students’ experiences, knowledge, and skills are insufficient for arriving at a solution, they must engage in discovery to determine the necessary steps.<\/strong><\/p>

      \u00a0In this approach, the instructor endeavors to assist students in accurately and clearly defining the problem. Drawing on their comprehension of the problem’s dimensions, students generate multiple hypotheses and subsequently investigate their validity using all available information, experience, and acquired skills. The aim is to reach a correct solution utilizing the scientific method.<\/strong><\/p><\/td><\/tr>

      Discussion<\/strong><\/p><\/td>

      Description: There are two main forms of discussion:<\/strong><\/p>

      \u00a0A. Guided Discussion A Guided discussion<\/em> is employed to steer students’ learning towards predetermined objectives and key points, ensuring minimal distraction. In this type of discussion, the instructor establishes a structured trajectory for the discussion by posing a series of questions in a logical sequence. Subsequently, the instructor evaluates and refines students’ responses, guiding them towards the correct formulation. Any deviation from the intended path is actively discouraged by the instructor to maintain focus.<\/strong><\/p>

      B. Open Discussion An open discussion<\/em> is implemented when a topic elicits diverse viewpoints. Through uninhibited discourse, different facets of the subject may emerge, enriching understanding and expanding its scope. New information can be added, fostering a broadened perspective. In both studying and teaching, open discussion often serves as a desired objective.<\/strong><\/p><\/td><\/tr>

      Brain Storming<\/strong><\/p>

      \u00a0<\/p><\/td>

      Brainstorming<\/em> is a widely utilized pedagogical technique where a group of students gathers in a circular arrangement, focusing collectively on creatively resolving a specific issue. This strategy is commonly applied in educational contexts and business meetings to energize participants, stimulate their thoughts, and spark discussions. It empowers instructors to engage students who may otherwise be reluctant to participate due to the fear of peer evaluation.<\/strong><\/p>

      Brainstorming can be defined as a creative process designed to generate the maximum number of ideas for problem-solving, prioritizing creative thinking. At its core, brainstorming involves the instructor presenting a problem to the participating students and tasking them with generating all conceivable ideas to address it, without regard for their practicality. During this phase, participants are encouraged to refrain from evaluating or critiquing ideas, as this can impede the flow of creativity.<\/strong><\/p><\/td><\/tr>

      Presentations<\/strong><\/p><\/td>

      Presentations<\/em> represent a common teaching method that involves oral delivery of information by either the instructor or students within a classroom setting. Their primary objective is to communicate ideas, present reports, or share information with the audience. In many cases, PowerPoint slides are employed to augment the visual impact of these presentations.<\/strong><\/p><\/td><\/tr>

      Practical work<\/strong><\/p><\/td>

      Practical work<\/em> stands as a cornerstone of effective computer education, seamlessly integrating into the teaching of various computer science courses. This strategy empowers instructors to lead students in crafting logical solutions to problems tackled by diverse computer programs.<\/strong><\/p>

      To facilitate this hands-on learning experience, computer labs are outfitted with essential programming languages and relevant software, enabling students to effortlessly apply their theoretical knowledge. Moreover, instructors offer tailored guidance, enabling students to independently develop their programs, produce results, and derive conclusions from their work.<\/strong><\/p>

      Experts delineate various forms of practical work, including:<\/strong><\/p>

      Inductive Laboratory Method:<\/strong><\/p>

      This method empowers students to independently formulate scientific concepts and principles while actively engaging in project execution.<\/strong><\/p>

      Verification and Deduction Method:<\/strong><\/p>

      In this approach, the instructor elucidates scientific concepts, principles, and laws to students before they engage in practical work.<\/strong><\/p>

      Technical Skill Oriented Method:<\/strong><\/p>

      This method emphasizes the acquisition of diverse operational skills, focusing on developing visual-motor coordination.<\/strong><\/p>

      Science Process Oriented Method:<\/strong><\/p>

      Through this method, instructors focus on nurturing various programming process skills among students. They can select any suitable form of the laboratory method, but this necessitates meticulous planning and organization of laboratory activities.<\/strong><\/p><\/td><\/tr>

      Study Tours<\/strong><\/p>

      \u00a0<\/p><\/td>

      Study tours<\/em> represent a strategy wherein students observe experienced instructors in real classroom settings to glean insights into effective teaching practices. Following the observation period, students typically compile a written report detailing their observations and personal reflections. These reports are then discussed with a supervisor to facilitate performance improvement.<\/strong><\/p><\/td><\/tr>

      Micro-teaching<\/strong><\/p><\/td>

      Micro-teaching<\/em> is a pedagogical method employed in applied subjects within teacher education programs to equip students with teaching competencies and skills. It serves as a bridge between theoretical knowledge and practical application by providing students with opportunities to engage in teaching scenarios reflective of their anticipated roles. During micro-teaching sessions, students are tasked with delivering short teaching sessions, drawing upon the theoretical concepts they have studied.<\/strong><\/p><\/td><\/tr>

      Practicum<\/strong><\/p><\/td>

      Practicum<\/em> is a method utilized in applied subjects studied by students, focusing on applying real-world lessons within classroom settings and obtaining feedback from supervisors. \u00a0<\/strong><\/p><\/td><\/tr>

      Stimulation<\/strong><\/p>

      \u00a0<\/p>

      \u00a0<\/p><\/td>

      Simulation<\/em> is the process of replicating real-world scenarios in a virtual environment.\u00a0 It provides students with an opportunity to gain hands-on experience without the constraints or risks associated with real-world situations. In an educational setting, simulation allows students to explore various hypothetical scenarios, analyze potential problems, and develop effective solutions. This immersive learning experience equips them with the knowledge and skills necessary to navigate real-world challenges with confidence.<\/strong><\/p><\/td><\/tr>

      Project-Based Learning<\/strong><\/p><\/td>

      Project-based learning<\/em> (PBL) is a systematic teaching method that actively involves students in gaining knowledge and skills through an extensive inquiry process. This process revolves around real and complex questions, with carefully designed tasks and products guiding the learning journey. PBL can be implemented for varying lengths of time and can even encompass multiple subject areas.<\/strong><\/p>

      PBL emphasizes complex tasks driven by challenging questions or problems. Students actively participate in designing solutions, solving problems, making decisions, or conducting research activities. This approach allows them to work independently for extended periods, culminating in a tangible product or presentation.<\/strong><\/p>

      PBL is often guided by a question that connects to relevant course content, real-world issues, and ongoing research. This enables students to learn concepts, apply information, represent their understanding in various ways, and collaborate with classmates, instructors, and even members of the local community. Through collaboration, everyone involved learns from each other, utilizing programming languages to produce their shared projects.<\/strong><\/p><\/td><\/tr><\/tbody><\/table>

      \u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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      Assessment Strategies: <\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      The Computer Teacher Program is dedicated to equipping prospective instructors with the skills to conduct ongoing student assessment using both formative and summative evaluation methods in an appropriate and ethical manner. The program utilizes assessment data to enhance the success of all students and reflect their professional growth through adherence to a set of assessment strategy criteria, including:<\/strong><\/p>

      \u00a0\u2013 Comprehensiveness of assessment strategies across all program components.<\/strong><\/p>

      \u2013 Comprehensiveness of assessment strategies for both cognitive aspects and professional skills.<\/strong><\/p>

      \u2013 Diversity in the use of assessment strategies throughout the program.<\/strong><\/p>

      \u00a0Assessment strategies encompass the techniques, tools, and means utilized to gather information that determines the extent to which students are able to demonstrate the desired learning outcomes. Several strategies should be employed to assess student learning outcomes. These strategies are as follows:<\/strong><\/p><\/td><\/tr>

      Strategy<\/strong><\/p><\/td>

      Description of how the key strategy will be used<\/strong><\/p><\/td><\/tr>

      Homework<\/strong><\/p><\/td>

      Homework assignments serve as a means to reinforce and apply some of the concepts and skills learned during lectures.<\/strong><\/p><\/td><\/tr>

      Student Presentation<\/strong><\/p><\/td>

      Students participate in independent or group-based research projects focused on course-related topics. The results of these inquiries are presented in the form of a presentation or a panel discussion.\u00a0 In this scenario, assessments are conducted either by the instructor alone or through a combination of instructor and peer assessments, based on predetermined performance criteria.<\/strong><\/p><\/td><\/tr>

      Reports<\/strong><\/p><\/td>

      A report<\/em> serves as a written medium through which students can document their thoughts and insights regarding their learning journey, encompassing what they have learned, how they have learned it, and their understanding of a particular topic. It may also entail a review of their learning process, a self-evaluation of their performance, and plans for future learning endeavors based on past experiences.<\/strong><\/p>

      A report<\/em> can delve into incidents that seem critical to students, in which they are moved to think deeply about the subject matter. By elucidating the significance of these incidents and their correlation with concepts introduced in the classroom, we can glean valuable insights into students’ interpretation of course material and the application of acquired knowledge.<\/strong><\/p><\/td><\/tr>

      Project work<\/strong><\/p><\/td>

      Projects can be experimental research on a course-related problem or applied projects that solve real-world problems, simulations, artistic creations, or the development of business plans. Each project is assessed against predetermined criteria and graded accordingly. Students receive feedback on their performance.<\/strong><\/p><\/td><\/tr>

      Practical work<\/strong><\/p><\/td>

      Description:<\/strong><\/p>

      In vocational courses involving laboratory work, equipment usage, and the development of physical and psychomotor skills, practical assessments play a pivotal role. Two primary methods of practical assessment exist, as follows:<\/strong><\/p>

      Continuous Observation: Continuous observation stands as the preferred method for courses emphasizing hands-on or motor skills, which constitute the majority of intended learning outcomes. By evaluating each performance or product, instructors can attain a more comprehensive understanding of student performance and capabilities.<\/strong><\/p>

      Moreover, timely and immediate feedback can be provided for improvement purposes whenever possible. This continuous formative assessment approach is particularly well-suited for practical skills courses.<\/strong><\/p>

      \u00a0<\/p>

      Formative Demonstrations: Formative demonstrations involve students showcasing their practical skills to an examiner. This assessment method resembles written closed-book exams in many respects, albeit with a practical orientation. However, it may pose challenges for students prone to test anxiety. Yet, many professional qualifications necessitate proficiency tests of this nature, underscoring the importance of thorough student preparation.<\/strong><\/p><\/td><\/tr>

      Portfolios<\/strong><\/p><\/td>

      A portfolio<\/em> is a compilation of works related to a specific course or encompassing all stages of a program. It incorporates written reflections by students to evaluate their learning, making these reflections essential elements when using a portfolio to assess course learning outcomes. There are two types of Portfolios, as follows:<\/strong><\/p>

      \u00a0\u2013 Comprehensive Portfolio:<\/strong><\/p>

      A comprehensive portfolio encompasses all tasks completed by a student within a specific course, comprising a diverse range of materials such as homework assignments, research papers, reports, tests, case studies, videos, personal essays, self-assessments, exercises, and more. It should also incorporate written explanations by students elucidating the significance of each piece included in the portfolio. These explanations help them critically reflect on their work, leading to deeper learning.<\/strong><\/p>

      \u00a0\u2013\u00a0Selected Works Portfolio:<\/strong><\/p>

      When the purpose of the portfolio is to assess the attainment of only specific learning outcomes, the selection process prioritizes the inclusion of exemplary work that effectively embodies these outcomes. Conversely, if the assessment aims to showcase the development and enhancement of a skill, demonstrate a wide range of\u00a0 accomplishments, or illustrate the process associated with achieving a learning outcome, a broader set of draft or multiple versions that delineate the chronological progression and evolution of the achievement are chosen for inclusion in the portfolio.<\/strong><\/p><\/td><\/tr>

      Examinations<\/strong><\/p><\/td>

      Examinations are not standalone assessment strategies; rather, they function as indicators for assessment purposes.\u00a0 Their primary role lies in assigning grades or facilitating selection processes.\u00a0 This practice falls under the umbrella of summative assessment within educational contexts. Given the diverse array of available examination formats, it is imperative to understand the capabilities involved in designing examinations that align with outcomes-based learning and learner-centered approaches. There are several key questions that should be taken into account when designing examinations, such as:<\/strong><\/p>

      What type of examination? Essay Exam? Objective Exam? Open-Book Exam? Closed-Book Exam?\u00a0 Take-Home Exam? When is the Midterm Exam? Final Exam? Short Quizzes throughout the semester?<\/strong><\/p><\/td><\/tr><\/tbody><\/table>

      \u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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      Program Study Plan <\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      \u00a0<\/p><\/td><\/tr>

      1.\u00a0\u00a0\u00a0\u00a0 Total Credit Hours Required for Program Completion<\/strong><\/p><\/td>

      138 Credit Hours, 55 Courses<\/strong><\/p><\/td><\/tr>

      2.\u00a0\u00a0\u00a0\u00a0 Distribution of Credit Hours and their Percentage out of the Program Total Credit Hours:<\/strong><\/p><\/td><\/tr>

      Requirements<\/strong><\/p><\/td>

      Percentage<\/strong><\/p><\/td><\/tr>

      General cultural courses (University Requirements) and their percentage out of the program total credit hours<\/strong><\/p><\/td>

      8 courses (17 Credit Hours) with a percentage of 14.33% out of the program total credit hours<\/strong><\/p><\/td><\/tr>

      Faculty courses (Faculty Requirements) and their percentage out of the program total credit hours<\/strong><\/p><\/td>

      19 courses (38 Credit Hours) with a percentage of 34.67% out of the program total credit hours<\/strong><\/p><\/td><\/tr>

      Core specialization courses and their percentage out of the program total credit hours<\/strong><\/p><\/td>

      28 courses (77 Credit Hours) with a percentage of 50.00% out of the program total credit hours<\/strong><\/p><\/td><\/tr>

      Field training and its percentage out of the program total credit hours<\/strong><\/p><\/td>

      2 Credit Hours with a percentage of 1.29% out of the program total credit hours<\/strong><\/p><\/td><\/tr>

      Other Courses (if required) to be specified and justified, and their percentage out of the program total credit hours<\/strong><\/p><\/td>

      N\/A<\/strong><\/p><\/td><\/tr><\/tbody><\/table>

      \u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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      Admission Requirements: <\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      1. The applicant must possess a High School Degree (Scientific Section) with a minimum average grade of 70%.<\/strong><\/p><\/td><\/tr>

      2. The attainment of the High School Degree must fall within the permitted timeframe, typically not exceeding five years from the student’s graduation.<\/strong><\/p><\/td><\/tr>

      3. The applicant must fulfill the admission requirements outlined by Sana\u2019a University.<\/strong><\/p><\/td><\/tr>

      4. The applicant must successfully pass the entrance exam.<\/strong><\/p><\/td><\/tr><\/tbody><\/table>

      \u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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      Attendance and Program Completion Requirements: <\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      The regulations and procedures governing student\u2019s academic progression specify the conditions and rules for moving from one academic level to the next, as well as the guidelines for withdrawal from the program or transfer to another program within the same Faculty.<\/strong><\/p><\/td><\/tr>

      From Level One to Level Two<\/strong><\/p><\/td>

      37 credit hours<\/strong><\/p><\/td><\/tr>

      From Level Two to Level Three<\/strong><\/p><\/td>

      75 credit hours<\/strong><\/p><\/td><\/tr>

      From Level Three to Level Four<\/strong><\/p><\/td>

      113 credit hours<\/strong><\/p><\/td><\/tr>

      Graduation<\/strong><\/p><\/td>

      142 credit hours<\/strong><\/p><\/td><\/tr><\/tbody><\/table><\/td><\/tr><\/tbody><\/table>

      \u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

      \n\t\t\t\t\t\t
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      Graduation Requirements: <\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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        • Total Credit Hours Required for Graduation: 138 Credit Hours, 55 Courses<\/strong><\/li>
        • Minimum marks to pass in each course in the Program:\u00a0 50% of the total marks for each course<\/strong><\/li><\/ul>

          The Facilities & Equipment Required to Achieve the Program<\/strong><\/p>

          Learning resources:<\/strong><\/p>

          \u2013 Specialty books and references<\/strong><\/p>

          \u2013\u00a0 Projectors<\/strong><\/p>

          \u2013\u00a0 Internet service<\/strong><\/p>

          \u2013 Training workshops<\/strong><\/p>

          \u2013 Developing a training program for the Program\u2019s teaching staff<\/strong><\/p>

          \u2013 Smart boards<\/strong><\/p>

          \u2013 Laboratories, Facilities, Equipment and Learning Devices:<\/strong><\/p>

          \u2013 Scientific laboratories and laboratories<\/strong><\/p>

          \u2013 Three computer laboratories (85 computers)<\/strong><\/p>

          \u2013\u00a0Video cameras and digital still image cameras<\/strong><\/p>

          \u2013 Photocopiers<\/strong><\/p>

          \u2013 Data show devices<\/strong><\/p>

          \u2013 Computer printers<\/strong><\/p>

          \u2013 Microphones and voice recorder<\/strong><\/p>

          Program Assessment and Enhancement: <\/strong><\/p>

          For continuous evaluation and improvement of the Program with all its components and implementation stages, the Program and its outcomes will be assessed by:<\/strong><\/p>

          Targeted\/ Assessed<\/strong><\/p><\/td>

          Assessment Strategy<\/strong><\/p><\/td>

          Sample<\/strong><\/p><\/td><\/tr>

          Final Year Students<\/strong><\/p><\/td>

          Discussion groups<\/strong><\/p><\/td>

          20%<\/strong><\/p><\/td><\/tr>

          Graduates<\/strong><\/p><\/td>

          Questionnaires\u00a0<\/strong><\/p><\/td>

          20%<\/strong><\/p><\/td><\/tr>

          Teaching Staff\u00a0\u00a0<\/strong><\/p><\/td>

          Interviews\u00a0\u00a0<\/strong><\/p><\/td>

          100%<\/strong><\/p><\/td><\/tr>

          Employers<\/strong><\/p><\/td>

          Questionnaires\u00a0<\/strong><\/p><\/td>

          50%<\/strong><\/p><\/td><\/tr><\/tbody><\/table><\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t\n

          \n\n\t\t\n
            \n\t\t\t <\/ul>\n <\/div> \n","protected":false},"excerpt":{"rendered":"

            Specification Document of Mathematics Program Faculty of Education Basic Information about the Program Program Title and Final Award Mathematics Teacher for Secondary School Students Awarding Body\/ Institution Faculty of Education \u2013 Sana’a University Teaching Institution\/ Responsible Department Department of Mathematics … <\/p>\n","protected":false},"author":35,"featured_media":0,"parent":0,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"footnotes":""},"class_list":["post-18047","page","type-page","status-publish","hentry"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t