Course Code and Title: Math Ed 15 – Principles and Methods of Teaching Mathematics

Term 1st Semester SY 2021-2022 Class Schedule 8:00-11:00 Sat

Revision Date July 2021 Co-Requisite None
BICOL UNIVERSITY Credit 3.0 Pre-Requisite None
Tabaco Campus
Tabaco City Course Placement BSED – Math 3 Type of course
ISO 9001:2015 ISO 9001:2015
TUV Rheinland ID 910863351 TUV Rheinland ID 910863351
College: Bicol University Tabaco Campus Faculty JIMMY B. BIO JR. Consultation Hours F 5:00-8:00
Department: Education Department Contact Details jbio@bicol-u.edu.ph MARIA GISELLA N. MORTEGA,
Dean/Director
Program: BSED Department Chair JOSEPH F. BRON PhD
A world-class university producing leaders and
Vision change agents for social transformation and Core Values Scholarship, Leadership, Character, Service
development
Give professional and technical training, and
provide advanced and specialized instruction in Bicol University commits to continually strive for excellence in instruction, research and
Mission literature, philosophy, the sciences, and arts Quality Policy extension by meeting the highest level of clientele satisfaction and adhering to quality
besides providing for the promotion of scientific and standards and applicable statutory and regulatory requirements
technological researches (RA5521, Section 3.0)

Institutional Learning Outcomes:

Every BU graduate should:

1. Demonstrate critical thinking and integrative skills to solve problems and to support lifelong learning;
2. Communicate effectively and appropriately orally and in writing for various purposes with the responsible use ICT tools;
3. Collaborate with diverse people ethically and with mastery of knowledge and skills in given disciplines; and
4. Create knowledge and innovation to promote inclusive development as well as globalization.

Program Learning Outcomes:

Graduates of the BSED Program are teachers who:

1. articulate the rootedness of education in the philosophical, socio-cultural, historical, psychological, and political contexts;
2. demonstrate mastery of the subject matter/discipline;
3. facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments;
4. develop innovative curricula, instructional plan, teaching approaches, and resources for diverse learners;
5. apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices;

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 6. demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting learning processes and outcomes;
7. practice professional and ethical teaching standards sensitive to the local, national and global realities, and
8. pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

Course Description:

This course deals with the application of current principles, methods, philosophical foundations, and strategies of teaching Mathematics that are learner-centered and
research-based. This is anchored on the Conceptual Framework of Math K to 12 Education. It aims to equip students with the knowledge and skills on how to design appropriate
learning activities and create ICT-driven instructional materials that they can utilize for lesson planning and microteaching.

Course Learning Outcomes:

At the end of the learning experience, the learners will be able to:

Course Learning Outcomes P1 P2

Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments I

Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners I P

Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices I P

Exhibit the proficiency in relating mathematics to other curricular areas I P

Manifest meaningful and comprehensive pedagogical content knowledge of mathematics I P

Demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems with different levels of complexity I P

Use effectively appropriate approaches, methods, and techniques in teaching mathematics including technological tools I P

Appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery and gaining insights of the world I P

Legend: I - Introduced concepts/principles; P - Practice with supervision; D - Demonstrated across different settings with minimal supervision

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Course Outline:
Instructional Instructional Performance Assessment Time
Specific Learning Outcomes Learning Content
Delivery Resources Standard Tasks/Outputs Allotment
At the end of the
course, at least
85% of the time,
the students will
be able to:
 State in verbatim or in their own 1. Introduction and Orientation Lecture- BU and BUTC VMGO State and/or 1 hour
words, the VMGO and Quality Policy Discussion in a PowerPoint paraphrase the
of Bicol University and be able to 1.1. The University Vision and presentation VMGO as well as
relate them - to their personal goals, Mission explain its
and to their local and global
meaning in
community. 1.2 College Goals
 Exhibit solid appreciation of the course relation to their
objectives and its relationship with the 1.3 General Objectives of the BSF personal goals
goals and objectives of the SW program. and local/global
profession. community.
1.4 Quality Policy

 Understand the theoretical Framework 2. Mathematics in the K-12 Students with Printable and achieve at least Students with Strong 6 hours
of Mathematics in the K-12 Curriculum Curriculum Strong Downloadable Course 85% performance & Poor Connectivity:
 Identify the underlying skills and Connectivity: Modules level on the
Processes in Teaching Mathematics 2.1 Theoretical Framework Technical Report
written
 Identify the different content standards 2.2 Content Standards Google Classroom Google Classroom
examination
in Mathematics 2.3 Skills and Processes in Teaching Problem Set
 Discuss how critical thinking skill is Mathematics Video Lectures & Internet connectivity
developed in Mathematics teaching Demonstration Video Presentation
 discuss how problem-based strategy Videos in YouTube
enhances learning Mathematics Discussion Forum
 Distinguish the key features of (synchronous or Students without
Problem Solving and Problem-based asynchronous) Connectivity:
strategy
Students with Technical Report
Poor Connectivity:
Problem Set
E-copy of
Materials Oral Presentation of a
small research on
patterns evident in

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 Nature.

Synthesis Paper

 Discuss the language, symbols, and 3. Mathematical Language and Students with Printable and achieve at least Students with Strong 6 hours
conventions of mathematics Symbols Strong Downloadable Course 85% performance & Poor Connectivity:
 Explain the nature of mathematics as Connectivity: Modules level on the
a language 3.1 Variables Technical Report
written
 Perform operations on mathematical Google Classroom SLM
examination
expressions correctly 3.2 The Language of Sets Problem Set
 Acknowledge that mathematics is a Video Lectures & Internet connectivity
useful language 3.3 The Language of Relation and Demonstration Video Presentation
Function Videos in YouTube
Discussion Forum Students without
(synchronous or PowerPoint Connectivity:
asynchronous) Presentation
Technical Report
Students with Web Material
Poor Connectivity: Problem Set
Problem Sets
Oral Presentation of a
E-copy of Reference books
small research on
Materials
patterns evident in
Nature.

Synthesis Paper

 Use different types of reasoning to 4. Problem Solving and Reasoning Students with Printable and achieve at least Students with Strong 13 hours
justify statements and arguments Strong Downloadable Course 85% performance & Poor Connectivity:
made about mathematics and 4.1 Inductive and Deductive Connectivity: Modules level on the
mathematical concepts Reasoning Technical Report
written
 Write clear and logical proofs Google Classroom SLM
examination
 Solve problems involving patterns and 4.2 Problem Solving with Patterns Problem Set
recreational problems following Video Lectures & Internet connectivity
Polya’s four steps 4.3 Problem-Solving Strategies Demonstration Video Presentation
 Organize one’s methods and Videos in YouTube
approaches for proving and solving Discussion Forum
problems (synchronous or Students without
asynchronous) Connectivity:

Students with Technical Report

Poor Connectivity:

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 Problem Set
E-copy of
Materials
Oral Presentation of a
small research on
patterns evident in
Nature.

Synthesis Paper

 Use variety of statistical tools to 5. Statistics Students with Printable and achieve at least Students with Strong 15 hours
process and manage numerical data Strong Downloadable Course 85% performance & Poor Connectivity:
 Use the methods of linear regression 5.1 Measures of Central Tendency Connectivity: Modules level on the
and correlation s to predict the value of Technical Report
written
a variable given certain conditions 5.2 Measures of Dispersion Google Classroom SLM
examination
 Advocate the use of statistical data in Problem Set
making important decisions 5.3 Measures of Relative Position Video Lectures & Internet connectivity
Demonstration Video Presentation
5.4 Normal Distributions Videos in YouTube
Discussion Forum
5.5 Linear Regression and (synchronous or PowerPoint Students without
Correlation asynchronous) Presentation Connectivity:

Students with Web Material Technical Report

Poor Connectivity:
Computers Problem Set
E-copy of
Materials Scientific Calculators
Oral Presentation of a
Statistical Apps for small research on
Mobile Devices patterns evident in
Nature.
Problem Sets
Synthesis Paper
Reference books

 Analyze information and the 6. Logic as foundation of Students with Printable and achieve at least Students with Strong 6 hours
relationship between statements Mathematics Strong Downloadable Course 85% performance & Poor Connectivity:
 Determine the validity of arguments Connectivity: Modules level on the
 Determine valid conclusions based on 6.1 Logic Statements and Quantifiers Technical Report
written
given assumptions Google Classroom SLM
examination
 Analyze and appreciate how logic is 6.2 Truth Tables, Equivalent Problem Set
Statements and tautologies Video Lectures & Internet connectivity

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 used in various context Demonstration
6.3 The Conditional and the Videos in YouTube Video Presentation
Biconditional Discussion Forum
(synchronous or PowerPoint
6.4 The Conditional and Related asynchronous) Presentation Students without
Statements Connectivity:
Students with Web Material
6.5 Symbolic Arguments Poor Connectivity: Technical Report
Problem Sets
6.6 Arguments and Euler Diagrams E-copy of Problem Set
Materials Reference books
Oral Presentation of a
small research on
patterns evident in
Nature.

Synthesis Paper

Course Requirements:
Type of Requirements Specific Requirements Modality of Submission Due Date
Tests and Examinations Long Test Course Site or through Google See Course Site
Classroom/Google Meet/FB messenger
Midterm Examination Pen and Paper Oct. 9, 2021
Final Examination Pen and Paper Dec. 11, 2021

Written Work Lesson Plan/Designed Activities Course Site or through Google See Course Site
Classroom/Google Meet/FB messenger
Course Site or through Google See Course Site
Classroom/Google Meet/FB messenger
Report/Presentation Individual Report Via Google Meet
Group Report Via Google Meet

Outputs/Homework

Class Participation

Major Output Compilation of Lesson Plans for third quarter in Course Site or through Google See Course Site
JHS Mathematics and Demonstration Teaching Classroom/Google Meet/FB messenger

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 Others

Lifelong Learning Opportunities

Course Assessment:
BU Grading System (To include performance standards)

System of Computing Grades:

Midterm/Tentative Final Grade:
Discussion/ Fora 10%
Lesson Activities 20%
Major Output 30%
Major Exam 40%

Final Grade = 1/3 (Midterm Grade) + 2/3 (Tentative Grade)

References: (APA Format)

Effective Teaching Mathematics. Retrieved from: https://www.nctm.org/Conferences-and-Professional-Development/Principles-to-Actions-

Toolkit/Resources/7-EffectiveMathematicsTeachingPractices/

Science Education Institute, Department of Science and Technology (SEI-DOST) and the Philippine Council of Mathematics Teacher Education (MATHTED),

Inc. (2011) Mathematics Framework for Philippine Basic Education. Science Education Institute, Department of Science and Technology 1st and

2nd Levels, Science Heritage Building DOST Compound, General Santos Avenue Bicutan, Taguig City, Metro Manila, Philippines. Retrieved from:

https://sei.dost.gov.ph/images/downloads/publ/sei_mathbasic.pdf

Further Readings:
DepEd Order No. 54, series of 2012 – Policy Guidelines on the Implementation of Alternative Delivery Modes (ADM). Available online:
http://www.deped.gov.ph/wpcontent/uploads/2012/06/DO_s2012_54.pdf

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 DepEd Order No. 58, series of 2010 – Implementing Guidelines on Alternative Learning System (ALS) Programs. Available online:
http://www.deped.gov.ph/2010/05/17/do-58-s-2010-implementing-guideline-for-alternative-learning-system-als-programs/
DepEd Order No. 42, series of 2016 – Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program. Available online:
http://www.deped.gov.ph/2010/05/17/do58-s-2010-implementing-guideline-for-alternative-learning-system-als-programs/
DepEd Order No. 13, series of 2019 – Policy Guidelines on the Implementation of the Enhanced Alternative Learning System (ALS) 2.0. Available online:
http://www.deped.gov.ph/wpcontent/uploads/2019/06/DO_s2019_013.pdf
Republic Act No. 10533 – The Enhanced Basic Education Act of 2013. Available online at: https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
http://cet.usc.edu/resources/teaching/
https://www.merlot.org/merlot/Pedagogy.htm
https://www.pcc.edu/library/library-and-learning/resources-strategies-learner-centered-instruction/
http://www.cvadult.org/images/Lesson_Plan_Template_with_explanations.pdf
https://www.teachthought.com/learning/32-research-based-instructional-strategies/
http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html
https://www.facinghistory.org/resource-library/teaching-strategies
http://www.deped.gov.ph/k-to-12/inclusive-education/about-alternative-learning-system/
Inter-agency Network for Education in Emergencies (INEE), at https://inee.org/

Suggested Websites:

Course Policies:

Academic Integrity Policy:

For this course, the Honor Code is that there will be no plagiarizing on written work and no cheating on exams. Proper citation must be given to authors whose
works were used in the process of developing instructional materials and learning in this course. If a student is caught cheating on an exam, he or she will be given zero
mark for the exam. If a student is caught cheating twice, the student will be referred to the Office of Student Services and be given a failing grade in accordance with the
guidelines as stated in the BU Students Handbook.

Policies on Absences and Tardiness:

According to CHED policy, total number of absences by the students should not be more than 20% of the total number of meetings or 7 Hours for a two-unit-
course. Students incurring more than 7 hours of unexcused absences automatically gets a failing grade regardless of class standing. This policy is applicable only for
residential (face-to-face) mode of instruction delivery.

Language of Instruction:
The language of Instruction is English. Students are expected to use English in their outputs and reports.

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 Use of the Learning Management System:
The Google Classroom will be used as the primary Course Site for this course. Here are the codes for the courses:

Google Classroom: code: 7egbdit

For students with zero internet connectivity, communications will be via phone and submissions will be through Mail or Drop Box.

Special/Make-Up Quiz/Examinations/Work:
Make-Up Summative Tests will be given to students upon approval of their request for such from the Department Head. No Make-Up Classes for Formative Tests.

Dress and Grooming Codes:

All students are expected to wear uniform during face-to-face meetings. Should there be a synchronous activity through online platforms (e.g., Google Meet,
Zoom, etc.) a proper attire is expected among participants.

Advising and Support:

Consultation schedule for this course are as follows:

Online: 5:00 – 8:00 PM, Friday (virtual meeting/ through a phone call)
Caveat: Issues and matters not stated in this syllabus that are important for this course should be consulted with the course Instructor.

Prepared by: Reviewed by: Approved:

JIMMY B. BIO JR. JOSEPH F. BRON MARIA GISELLA N. MORTEGA, PhD

Part-Time Instructor OIC – Department Chairperson Dean
Date: August 10, 2021

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