FM-AA-CIA-13 Rev.

06-Sep-2022

PANGASINAN STATE UNIVERSITY

Lingayen, Pangasinan
BACHELOR OF SECONDARY EDUCATION - MATHEMATICS

COURSE SYLLABUS
1st Semester, A.Y. 2022-2023

COURSE INFORMATION
COURSE CODE Math 123
COURSE TITLE Technology for Teaching and Learning 2
COURSE TYPE ■ Lecture □ Laboratory □ Lecture & Laboratory
COURSE CREDIT 3 units
CLASS HOURS 54 hours
COURSE PREREQUISITE/
TECHNOLOGY FOR TEACHING AND LEARNING 1, MATH 104
CO-REQUISITE
COURSE SCHEDULE Wednesday 3-5 (F2F) and Friday 3-4 (Asynchronous)
UNIVERSITY VISION, MISSION, QUALITY POLICY, INSTITUTIONAL OUTCOMES AND PROGRAM OUTCOMES

UNIVERSITY VISION To become an ASEAN Premier State University by 2025

The Pangasinan State University, through instruction, research, extension and production, commits to develop highly principled, morally
UNIVERSITY MISSION
upright, innovative and globally competent individuals capable of meeting the needs of industry, public service and civil society.
QUALITY POLICY The Pangasinan State University shall be recognized as an ASEAN premier state university that provides quality education and satisfactory
service delivery through instruction, research, extension and production.
We commit our expertise and resources to produce professionals who meet the expectations of the industry and other interested parties in the
national and international community.
We shall continuously improve our operations in response to changing environment and in support of the institution’s strategic direction.
INSTITUTIONAL The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess. These outcomes
OUTCOMES are anchored on the following core values: Accountability and Transparency, Credibility and Integrity, Competence and Commitment to
Achieve, Excellence in Service Delivery, Social and Environmental Responsiveness, and Spirituality – (ACCESS).
Anchored on these core values, the PSU graduates are able to:
1. Demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity,
participatory decision making, and accountability;

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2. Engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions
that build personal and professional credibility and integrity.
3. Set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing quality
outputs leading to inclusive growth;
4. Exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills,
innovative mindset, research and production initiatives and capability in meeting the industry requirements of local, ASEAN and
international human capital market through relevant and comprehensive programs;
5. Display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university
constituents and elevate the welfare of the multi-sectoral communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.

GRADUATE ATTRIBUTES PROGRAM OUTCOMES PERFORMANCE INDICATORS

1. People’s Champion PO a. Articulate and discuss the latest Show the connections between mathematical concepts that are related to one
development in the specific field of another
practice.

PO c. Work effectively and Demonstrate skills in various methods of learning in mathematics such as,
independently in multi-disciplinary and conducting investigations, modeling, and doing research.
multi-cultural teams

PO d. Act in recognition of Practice ethical standards for professional teachers.

professional, social, and ethical
responsibility.

PO f. Articulate the rootedness of Develop lessons that can help students appreciate the use of mathematics in daily
education in philosophical, socio- life.
cultural, historical, psychological, and
political contexts.

PO l. Practice professional and ethical Takes responsibility with his actions and decisions.
teaching standards sensitive to the
changing local, national, and global
realities.

PO n. Exhibit competence in Provide examples to illustrate the application of mathematical concepts and
mathematical concepts and procedures.
procedures.

PO o. .Exhibit proficiency in relating Create a curriculum guide that shows how mathematics can be integrated with other
mathematics to other curricular areas. curricular areas.

COURSE SYLLABUS IN MATH 123 – TECHNOLOGY FOR TEACHING AND LEARNING 2 (MATHEMATICS) 2

2. Continuous Innovative Learner
COURSE SYLLABUS IN MATH 123 – TECHNOLOGY FOR TEACHING AND LEARNING 2 (MATHEMATICS)
PO p. Manifest meaningful and
comprehensive pedagogical content
knowledge (PCK) of mathematics
PO s. .Use effectively appropriate
approaches, methods, and techniques
in teaching mathematics.
PO b. Effectively communicate orally
and in writing using both Mother
Tongue and English and Filipino
PO g. Demonstrate mastery of subject
matter/discipline.
PO h. Facilitate learning using a wide
range of teaching methodologies and
delivery modes appropriate to specific
learners and their environments.
PO i. Develop innovative curricula,
instructional plans, teaching
approaches, and resources for diverse
learners.
PO j. Apply skills in the development
and utilization of ICT to promote quality,
relevant, and sustainable educational
practices.
PO k. Demonstrate a variety of
thinking skills in planning, monitoring,
assessing, and reporting learning
processes and outcomes.
PO m. Pursue lifelong learning for
personal and professional growth
through varied experiential and field-
based opportunities.
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Demonstrate skills in various methods of learning in mathematics such as,
conducting investigations, modeling, and doing research.
Utilizes a variety of student-centered approaches and methods in the classroom.
Work in a way that creates openness and communicate information without
reservations.
Manifest creativity and critical thinking when selecting examples and problems to be
used in the classroom and in the assessment of students’ learning.
Demonstrate knowledge and skills in varied approaches and methods of teaching
mathematics
Create a curriculum guide that shows how mathematics can be integrated with other
curricular areas.
Demonstrate skills in the use of common mathematical software for teaching and
learning mathematical concepts e.g. Graphmatica, Geogebra, etc.
Utilizes a variety of student-centered approaches and methods in the classroom.
Demonstrate skills in various methods of learning in mathematics such as,
conducting investigations, modeling, and doing research.
Design and utilize varied assessment tools in mathematics, including alternative
forms of assessment.
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PO q. .Demonstrate competence in Design and utilize varied assessment tools in mathematics, including alternative
designing, constructing, and utilizing forms of assessment.
different forms of assessment in
mathematics

PO r. Demonstrate proficiency in Demonstrate skills in various problem solving heuristics

problem-solving by solving and creating
routine and non-routine problems with
different levels of complexity.

3. Community Developer
PO u. Contribute to the generation of
new knowledge by participating in
various research and development
PO e. Preserve and promote “Filipino
historical and cultural heritage”
Demonstrate skills in various methods of learning in mathematics such as,
conducting investigations, modeling, and doing research.
Create a curriculum guide that shows how mathematics can be integrated with other
curricular areas.

PO t. Appreciate mathematics as an Develop lessons that can help students appreciate the use of mathematics in daily
opportunity for creative work, moments life.
of discovery, and gaining insights of the
world.

COURSE DESCRIPTION
This course will focus on the application, design, production, utilization and evaluation of Information and Communications Technology (ICT) for teaching and learning in
Mathematics Education Programs. The major requirement for this course is an ICT-integrated and Project-Based Learning Plan aligned to the K to 12 Curriculum and
worksheets of the different mathematics software applications discussed. All the learning activities and course requirements will revolve around the student – teacher developed
learning plan. (CMO No. 75, s. 2017)

COURSE OUTCOMES

PROGRAM OUTCOMES CODE (PO)

COURSE OUTCOMES (C0)
At the end of the course, the student should be able to: a g j k u t
CO1 Use ICT to develop 21st century skills: effective communication skills – viewing, listening, P I I
speaking, reading and writing skills;
CO2 Develop project/problem – based/ inquiry – based collaborative plans and activities using D I I
technology tools;
CO3 Use open – ended tools to support the development of the project – based collaborative activities I I I
in subject specific application;

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CO4 Produce learning resources using technology tools in various subject areas; I P P I I
CO5 Evaluate the relevance and appropriateness of ICT tools and resources based on the learning D P
context; and
CO6 Use technology tools to collaborate and share resources among communities of practice. P P I I

I. (Introduced) P. (Practiced) D. (Demonstrate)

COURSE LEARNING PLAN

Learning Activities
Course (Synchronous, Learning Materials and
Learning Outcomes Topics Hours Assessment
Outcome/s Asynchronous and Platform
In-person)
At the end of the unit, the Vision, Mission, Goals and Core Synchronous Synchronous Synchronous
student should be able to: Values 1 • • •
Asynchronous Asynchronous Asynchronous
state the class policies, course Quality Policy • • •
requirements, grading system, In-person In-person In-person
• Orientation • Copy of the course • Recitation
etc. Policies inside the classroom;
syllabus
state and explain the LMS Orientation;
University’s Vision, Mission,
Goals and Objectives Remote Learning Preference of
Students
CO1, CO2, 1. Use ICT to develop 21st Module 1: ICT in the 21st Century 6 Synchronous Module Quiz
CO3, CO4, Century Skills: Skills • Lecture /Discussion Video clips Assignments
CO5, CO6 a. K to 12 Mathematics Asynchronous K to 12 Curriculum Guide Created Unit
Information, Media and • Video-clip viewing
Curriculum Framework for Mathematics Plans
Technology Skills with In-person
b. 21st Century Communication Sample Learning Plans or
emphasis on Critical • Lecture / Discussion
Unit Plans
Thinking and Problem Skills
MS Teams
solving. c. Learning Activities to develop Messenger
2. Analyze Mathematics critical thinking and problem Email
learning plans in the solving
context of the 21st century d. Promoting digital Citizenship
skills.

COURSE SYLLABUS IN MATH 123 – TECHNOLOGY FOR TEACHING AND LEARNING 2 (MATHEMATICS) 5

Enhance the Mathematics
learning plan to develop 21st
century skills through ICT
integration.
CO1, CO2, 1. Develop project- and
CO3, CO4, problem-based,
CO5, CO6
collaborative activities
using technology tools
2. Explain problem-based
and project-based
learning approaches
3. Explain parts of a
problem-based and
project-based learning
plan
4. Develop a problem-based
and project-based
learning plan
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Module 2: Developing Problem- 6 Synchronous Module Quiz
based and Project-based • Lecture /Discussion Video clips Assignments
Instructional Plans Asynchronous Sample of Project-based IMs based on
• Video-clip viewing
a. Nature of problem-based and Multimedia Learning the created
In-person
project-based approaches Sample of Project-based Unit Plans
• Lecture / Discussion
Learning Plans
b. Teaching with projects
Computer and productivity
c. Project-based Multimedia
tools
Learning Mobile phones
d. Using Technology to Internet connectivity
Enhance Student Inquiry MS Teams
e. Basic parts of a Learning Messenger
Plan Email
f. Writing a problem-
based/project-based learning
plan
i. Developing learning
outcomes from the
identified Mathematics
competencies in the
chosen unit that best
require ICT integration
ii. Review of the revised
Bloom’s Taxonomy of
objectives
iii. Alignment of
competencies,
outcomes and
assessment with
teaching and learning
activities for
Mathematics
6

CO1, CO2, 1. Use open-ended tools
CO3, CO4, (such as word processing,
CO5, CO6
spreadsheets,
presentation software and
authoring tools) in subject
specific application
2. Identify uses of open-
ended tools (productivity
tools whether freeware or
Microsoft Office) in the
teaching-learning of
Mathematics
3. Create student outputs
using computer
application programs as
evidence of learning
4. Prepare IMs for
Mathematics utilizing
selected open-ended tools
in delivering the learning
plan
Reflect on their own
learning using technology
tools
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Module 3: Productivity Software 12 Synchronous Module Quiz
Applications: Tools for Teaching • Lecture /Discussion Video clips Assignments
and Learning Asynchronous Educational software Outputs from
• Video-clip viewing
a. Open-ended tools and their Computer and other the different
In-person
uses in teaching and materials needed to open-ended
• Lecture / Discussion
produce IMs tools
learning
Lesson exemplars IMs
b. Maximizing the Use of word
MS Teams e-portfolio
processing applications, and Messenger
spreadsheets Email
c. Effective Use of
presentation applications
d. Creating students outputs
using open-ended tools
e. Podcasting and using Social
networking sites in
education
f. Mobile Technology for
Teachers
g. Gaming in Education
h. Educational Apps for Mobile
Phones
i. Making IMs using open
ended tools
j. Selection of competencies
requiring ICT integration
k. Electronic portfolio
MIDTERM EXAMINATION 1
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Total no. of Hours – 27 hours

CO1, CO2, 1. Produce learning Module 4. Producing Learning 6 Synchronous Module Quiz
CO3, CO4, resources using Resources using Technology • Lecture /Discussion Video clips Assignments
CO5, CO6 technology tools Tools Asynchronous Educational software IMs
2. Identify various a. Human and non-human • Video-clip viewing Computer and other Review of
instructional materials In-person materials needed to software
learning resources/ IMs • Lecture / Discussion
(IMs) and technology tools b. Technology tools for produce IMs
in the teaching of Lesson exemplars
Teaching Mathematics
Mathematics MS Teams
3. Explain characteristics of c. Characteristics of Good/ Messenger
goof/appropriate IMs and Appropriate IMs and Email
technology tools in Technology Tools
teaching Mathematics d. Principles of Universal
4. Create appropriate IMs Design for Learning
using technology tools in Guidelines
teaching Mathematics
e. A software review and
selection process
f. Creating teacher
productivity materials using
technology tools

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CO1, CO2, 1. Evaluate the relevance Module 5: Digital and Non-digital 9 Synchronous Module Quiz
CO3, CO4, and appropriateness of Resources • Lecture /Discussion Video clips Assignments
CO5, CO6 a. Characteristics of ICT Asynchronous Educational software IMs
digital and non-digital • Video-clip viewing
resources in Mathematics Computer and other Self-
resources based on the In-person
b. Relevance and materials needed to assessment
learning context • Lecture / Discussion
produce IMs tool for digital
2. Determine the relevance appropriateness of ICT
Lesson exemplars and non-digital
and appropriateness of Resources MS Teams resources
digital and non-digital c. Assessment tools for Messenger
resources based on the selecting relevant and Email
learning context. appropriate digital and non-
3. Revise digital learning digital resources
resources in response to
varied needs of students
4. Develop assessment tool
to evaluate relevance and
appropriateness of digital
and non-digital resources
to the learning context.

CO1, CO2, 1. Use technology tools to Module 6: Technology Tools for
CO3, CO4, collaborate and share Collaboration
CO5, CO6
resources among
communities of practice.
2. Identify features and uses
of ICT tools for
collaboration and sharing
of resources among
communities of practice.
3. Determine educational
sites and portals suitable
to Mathematics.
4. Engage in a Community
of Learning (COL) for
Mathematics.
12 Synchronous Computer, productivity tools Quiz
• Lecture /Discussion and other materials in IMs Assignments
a. Features and Uses of ICT Asynchronous production IMs
• Video-clip viewing
tools for collaboration and Internet Connectivity Participation in
In-person
sharing resources Interactive materials any COL
• Lecture / Discussion
b. Effective teaching and
learning in the Electronic
Classroom
c. Promoting Collaborative and
Transformative Learning in
Cyberspace
d. Becoming Information Users
(SSCC)
e. Communities of Practice/
Communities of Learning for
Mathematics teacher (local
& international)

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5. Design a collaborative f. Effectiveness of COLs in

activity using appropriate
technology tools
6. Implement the designed
ICT-based collaborative
activity
professional development of
teachers
g. Demonstration of designed
learning plans

FINAL EXAMINATION 1
Total no. of Hours – 27 hours

COURSE REFERENCES AND SUPPLEMENTAL READINGS

A. Books C. Electronic Sources
1. Espique, F.P. & Silva, D.DV. (2021). Technology for Teaching and
Learning 2. Lorimar Publishing Inc. 1. UNESCO (2016). A Policy Review: Building Digital Citizenship in Asia-Pacic
2. Bitter, G.G. & Legacy, J.M (2008). Using Technology in the Classroom. through Safe, Effective and Responsible Use of ICT. Retrieved from:
https://unesdoc.unesco.org/ark:/48223/pf0000246813/PDF/246813eng.pdf.m
7th Edition. Pearson Education: USA
ulti

B. Journals / Magazines
1. Anders, A. (2015). Theories and Applications of Massive Online Open
Courses (MOOCs): The Case for Hybrid Design. Retrieved from:
https://files.eric.ed.gov/fulltext/EJ1084341.pdf
2. Thieman, G. Y. (2008). Using Technology as a Tool for Learning and
Developing 21st Century Citizenship Skills: An Examination of the NETS and
Technology Use by Preservice Teachers with their K-12 Students.
Contemporary Issues in Technology and Teacher Education, 8(4), 342-366.
Retrieved from: https://citejournal.org/wp-
content/uploads/2016/04/v8i4socialstudies1.pdf
3. Eady, M. J. & Lockyer, L. (2013). Tools for Learning: Technology and
Teaching Strategies. Retrieved from:
file:///C:/Users/8/Downloads/fulltext.pdf
4. Deb, Kamal & Baishakhi, B. (2016). Role of ICT in 21st Century’s Teacher
Education. Retrieved from:
https://www.ripublication.com/ijeis16/ijeisv6n1_01.pdf

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COURSE REQUIREMENTS
Midterm and Final Examinations
Quizzes
Regular Attendance
Active class participation/Recitation
Problem Sets
Final Term Requirement - Portfolio

Problem Solving
RUBRICS Demonstrates excellent comprehension of the mathematical concepts and principles behind the problem and uses appropriate
mathematical terminology or notation to perform the algorithms correctly. Contains no grammatical and technical errors.
Develops solution with exceptional care, including all illustrations assigned in a seamless manner; provides a balanced
5
presentation of relevant illustration and shows a thoughtful, in-depth analysis of the problem; Ideas are supported effectively;
shows clear evidence of having understood and synthesized mathematical concepts

Demonstrates adequate comprehension of the mathematical concepts and principles underlying the problem and uses
nearly appropriate mathematical vocabulary and notation to execute algorithms entirely. Contains one to two grammatical and
technical errors. Develops general solution as assigned, including an acceptable illustration of the problem assigned; displays a
4
clear analysis of the significant parts of the solution; Ideas are generally supported; shows evidence of having read, understood,
correctly applied appropriate mathematical concepts

Demonstrates minimal comprehension of the mathematical concepts and principles behind the problem; uses some
appropriate mathematical terminology or notation to perform the algorithms. Contains few grammatical and technical errors.
3 Does not fully develop solution as assigned and may ignore one of the major steps; analysis is basic or general; Some ideas
are incomplete and unsupported; may not be clear whether the concepts were understood or synthesized;

Demonstrates inadequate comprehension of the mathematical concepts and principles. Misuses or omits mathematical
terminology that produces significant computational errors. Contains substantial grammatical and technical errors.
2 Solution is undeveloped; analysis is vague or not evident; Several ideas are unsupported.

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Demonstrates no comprehension of the problem's mathematical concepts and principles. Attempts to employ unnecessary
external knowledge but fail to specify which aspects of the situation are pertinent. Does not attempt a solution, replicates a
1
portion of the problem.

Proving

The proof is 91-100 percent correct. Includes appropriate diagram with proper labels that match what is used in the proof. All
5 statements are supported by reasons. Logical reasoning is sensible and easy to follow. There is no more than one minor spelling or
notation error.

The proof is 81-90 percent correct. Includes diagram with labels that match what is used in the proof. One or two minor statements
4 or reasons may be missing. The logic is essentially correct. There may be some minor issues with clarity, spelling, or notation.

The proof is 51-80 percent correct. Includes diagram that match what is used in the proof. There are a few missing statements or
3 reasons. There may be a few minor logical flaws. There may be some issues with the logical flaw; some issues with clarity, spelling,
or notation.

The proof is 21-50 percent correct. Includes diagram but may not be appropriate. There are several missing statements or reasons.
2 There are gaps in the logic, but some of the logic is acceptable. There may be issues with the clarity.

The proof is about 0-20 percent correct. Diagram is missing. There are only one or two correct statements or reasons. The logic has
1 fatal flaws, such as using what was to be proved as justification, using a statement that can only be proved by the statement to be
proved as justification, or proving the converse instead of the intended statement. The proof is very unclear or is barely legible.

COURSE POLICIES AND EXPECTATIONS

Class Attendance (Article 2, Section 14 of PSU Student Handbook)

1. If you have a record of ten (10) unapproved absences from the class, and/or has been absent for more than 20 percent of the required number of hours without any valid
reason, you will be automatically dropped from the subject.

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2. Approved absences are limited only to illness as certified by a physician, death of a family member, official and authorized representation of Campus/University in official
function/ activities and other reasons as may be deemed justified by your instructor.
3. For excused absences, it is your responsibility to seek out missed assignments. You should check the official PSU LMS, official class FB page/group messenger and your
classmates for notes, handouts, etc.

Classroom Expectations
1. Be Prepared. Your grade is your sole responsibility. Earn the good grade you deserve by coming to class prepared. Complete reading assignments and other
homework before class so that you can understand the lecture and participate in discussion. Have your homework ready to submit and always bring
your book, notebook, paper and writing materials. You are not allowed to borrow anything from your classmates to ensure avoidance of virus
transmission. This is for your health’s safety. Also, each of you is assigned to be the prayer leader for the day. If you are assigned to lead, please be
ready with your prayer. (Accountability, Credibility and Integrity, Spirituality)
2. Be Participative. Be ready and willing to participate in classroom discussions. Contribute proactively to class discussions. Do not hesitate to ask questions during
class discussions. Remember, you came to school to learn. (Competence and Commitment to Achieve Excellence)
3. Be Punctual. Seat plan will be used for the checking of attendance. If you are not on your designated area once the class has started, you will be considered late/absent.
Submit your homeworks/problem sets/ class activities on time too. (Accountability, Competence and Commitment to Achieve Excellence)
4. Be Respectful. Any action that bothers another student or the teacher, or any disruptive behavior in class, is considered disrespectful. Demonstrate proper respect
for teachers, your classmates, other university personnel and all university property. Listen to others and evaluate ideas on their own merit.
(Social Responsiveness)
5. Be Tidy. Cleanliness is next to Godliness. Wear your complete proper uniform. Likewise, your activities must be clean and properly stapled. Loose leaves are prone
to be misplaced. Your clean work reflects that homeworks/problem sets are well-prepared. Before leaving the classroom, please make sure that your place
is clean. Pick up litters and throw them on the designated trash bins. (Accountability, Credibility and Integrity, Competence and Commitment to Achieve
Excellence, Social and Environmental Responsiveness)

Technology Agreement
1. The use of electronic devices such as laptops, tablets and cell phones inside the classroom is ONLY ALLOWED WITH MY PERMISSION. Charging of your electronic
devices is prohibited inside the class. Please make sure they are fully charged before bringing them to class.
2. Cell phones and other devices need to be set in silent mode. For emergency purposes, please request to take the call/answer the text message outside the classroom.

Academic Honesty and Class Conduct

1. Cheating in Examination and Quizzes (Article 14, Section 1-n of PSU Handbook):
1st Offense : Automatic grade of 5.00 in the particular examination where cheating occurred; referral to guidance counselor.
2 offense :
nd Automatic grade of 5.0 if done on the same subject and/or other subjects and suspension for one semester.
3rd offense : Automatic grade of 5.0 in the subject/s and suspension of one semester to dismissal from the institution.

Guidelines on Late Submissions of Requirements and Late Examinations

1. The dates of the submission for all home-based requirements is based on classroom agreement during in-person classes. Five points will be deducted for every day
of failure to submit said requirements (except for approved absences).
2. You are only allowed to take missed examinations due to approved absence. Please fill up the Request for Special Examination before taking the missed exam.

Lecture Class Policies (Residential Class)

1. Please wear your face masks at all times. Bring your own alcohol, soap, ballpen, paper and other materials. Strictly no borrowing of things.

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2. Attendance in the class signifies readiness to participate in class discussions and activities.
3. A student is responsible for his/her absence
4. Requirements must be submitted within the designated date of submission.
5. NO CELL PHONES OR ELECTRONIC DEVICES AT ANY TIME. All school rules will be followed as stated in the student handbook
6. Late work: Deductions will be given.
7. Others (agreed upon by the class)

Additional Information:
1. A Messenger Group Chat will be created for the subject specifically, which will be used for immediately answering queries during your scheduled asynchronous
class hours.
2. All assignments/activities during asynchronous classes shall be submitted during the next scheduled in-person class.
REVISION HISTORY
REVISION NUMBER DATE OF REVISION DATE OF IMPLEMENTATION HIGHLIGHTS OF REVISION
2022-01 September 7-12, September 19, 2022 Alignment of Program Outcomes, Performance Indicators to Graduate
2022 AY 2022-2023 Attributes
Use of updated course syllabi format
Inclusion of rubrics
Revisit and enrich the appropriateness of the learning activities, learning
materials and assessment.
Updating of the course references.
Updating of the course policies and expectations.
Inclusion of the Department chairpersons of the four campuses offering BSE
Mathematics program as evaluators of the enhanced course syllabi

PREPARATION AND REVIEW NAME SIGNATURE DATE SIGNED

Prepared by the: Michael Howard D. Morada, PhD September 12, 2022
Focal Person (Common Program)
Faculty (Stand-alone Program) Irma Mirasol C. Ferrer, PhD September 12, 2022

Melody C. De Vera, EdD September 12, 2022

Rodelio M. Garin, PhD September 12, 2022

Abegail P. Ancheta, Med September 12, 2022

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Joel C. Junio, MEd September 12, 2022

Ruel A. Bautista, MEd September 12, 2022

Armando C. Manzano, MEd September 12, 2022

Louie Casaclang, MAEd September 12, 2022

Evelyn Roma Cruz, MAEd September 12, 2022

Reviewed by the Committee for Common Marjorie P. Lacap, PhD September 12, 2022
Programs
Honelly Mae S. Cascolan, PhD September 12, 2022

Marlon L. Perado, MALT

Ellen Grace B. Ugalde, PhD September 12, 2022

Amado C. Ramos, PhD September 12, 2022

Endorsed by the Council of Deans and Department Chairs on : September 13, 2022

FACULTY CONTACT INFORMATION

RUEL A. BAUTISTA
NAME

DESIGNATION Faculty
ruel70@gmail.com
E-MAIL ADDRESS
Tuesday and Wednesday 11:00 – 12:00
CONSULTATION SCHEDULE
Science and Mathematics Department
OFFICE LOCATION

Adopted by: Checked by: Recommended by: Approved:

RUEL A. BAUTISTA MARJORIE P. LACAP, PhD AMADO C. RAMOS, PhD LIZA L. QUIMSON, EdD
Faculty Department Chairperson College Dean Campus Executive Director

COURSE SYLLABUS IN MATH 123 – TECHNOLOGY FOR TEACHING AND LEARNING 2 (MATHEMATICS) 15
 FM-AA-CIA-13 Rev. 06-Sep-2022

Certified for Campus/University Utilization for A.Y.2022-2023

MANOLITO C. MANUEL, EdD

RAZEALE G. RESULTAY, PhD
Vice President for Academic and Student Affairs
Director for Curriculum and Instruction

COURSE SYLLABUS IN MATH 123 – TECHNOLOGY FOR TEACHING AND LEARNING 2 (MATHEMATICS) 16