Republic of the Philippines

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE

Estancia, Iloilo

SCHOOL OF EDUCATION
Teacher Education Department

COURSE SYLLABUS IN ________________ (BSED Mathematics)

1st Semester 2017 – 2018

VISION

A leading polytechnic institution offering capability and industry-oriented programs; deriving its strengths from the industry partnerships in
developing a competent person responsive to his needs and to the community.

MISSION

NIPSC, as a state-supported institution established pursuant to B.P. 500, aims to provide education and training for human resource
development to accelerate and sustain the socio-economic transformation of its service area by offering quality, relevant, accessible and effective
polytechnic programs.

  More specifically, NIPSC is committed to:

1. Provide education that will promote personal development, social responsibility, technological proficiency, and professional integrity;
2. Provide responsible professionals/leaders, competent technologists, highly-skilled technicians and workers, and dynamic entrepreneurs for rural
development;
3. Undertake research and extension activities to further knowledge and technology transfer;
4. Enhance its critical role in community development, and to achieve balanced growth;
5. Use planning to effectively respond to the changing environment, and to achieve balanced growth.

GOALS/OBJECTIVES

1. To turn out competent graduates in the polytechnic areas, who are prepared for occupational and professional requirements, and gainful
employment.
2. To improve the instructional resources e.g. libraries, classrooms, laboratories and workshops.
3. To provide opportunities for student’s expressions of their aesthetics, physical, intellectual, emotional and social development.
4. To strengthen faculty competencies through in-service programs, scholarships and study assistance’
5. To support the faculty to undertake research aimed at improving the teaching and learning situation.

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6. To enhance the management capabilities of key officials through the use of participatory decision making.
7. To contribute to community improvement by encouraging faculty and staff members to become leaders/officers and members of civic,
professional, religious, and other NGO’s in the service area,
8. To use research to generate knowledge and find solutions to social problem,
9. To make institutional development planning as a means for responding to changes,
10. To promote a college environment that is conducive to the pursuit of learning and other academic activities.

Matrix Showing the Alignment of the Institutional Goals and Objective to the College Mission

Institutional Goals 1 2 3 4 5
1.To turn out competent graduates in the polytechnic areas, who are prepared for occupational and professional
requirements, and gainful employment. / /
2.To improve the instructional resources e.g. libraries, classrooms, laboratories and workshops. / /
3.To provide opportunities for student’s expressions of their aesthetics, physical, intellectual, emotional and social
development. / /
4.To strengthen faculty competencies through in-service programs, scholarships and study assistance’ / /
5.To support the faculty to undertake research aimed at improving the teaching and learning situation. / /
6.To enhance the management capabilities of key officials through the use of participatory decision making. / /
7.To contribute to community improvement by encouraging faculty and staff members to become leaders/officers and
members of civic, professional, religious, and other NGO’s in the service area, / /
8.To use research to generate knowledge and find solutions to social problem, / /
9.To make institutional development planning as a means for responding to changes / /
10.To promote a college environment that is conducive to the pursuit of learning and other academic activities. / /

GOALS OF THE SCHOOL OF EDUCATION

1. Produce students who are equipped with appropriate knowledge and skills needed for their profession and values to become successful
teachers.
2. Increase the competence/capability of its faculty in providing quality education to help the students to maximize their potentials in becoming
useful and productive members of the society.
3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become agents of change.
4. Develop critical and creative thinking skills in students to help them in their intellectual endeavors.
5. Provide activities that will enhance the total development of the students.

Matrix Showing the Alignment of the Goals of School of Education to the College’s Mission

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 Goals of School of Education 1 2 3 4 5
1. Produce students who are equipped with appropriate knowledge and skills needed for their profession and values to
become successful teachers. / /
2. Increase the competence/capability of its faculty in providing quality education to help the students to maximize their
potentials in becoming useful and productive members of the society. / /
3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become agents of change / /
4. Develop critical and creative thinking skills in students to help them in their intellectual endeavors. / /
5. Provide activities that will enhance the total development of the students. / /

PROGRAM OBJECTIVES

In consonance with the mission statement of the Teacher Education Department, its Bachelor in Secondary Education (BSED) and Bachelor
in Elementary Education (BEED) programs are designed to:

1. Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful employment and to
make them competent professionals;
2. Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be able to do their work
well;
3. Involve students in research, extension, and production activities that will make them knowledgeable, useful and productive citizens;
4. Instill in students values to make them better persons.

Matrix showing the alignment of the School of Education Program Objectives to its Goals

Program Objectives of the School of Education 1 2 3 4 5

1.Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful
employment and to make them competent professionals; / /
2.Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be able to do
their work well; / /
3.Involve students in research, extension, and production activities that will make them knowledgeable, useful and productive
citizens; / /
4.Instill in students values to make them better persons. / /

Program Outcomes/Student Learning Outcomes:

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The graduates of BEED and BSED programs are teachers who are able to:

1. manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed for higher
learning as well as competence in the field of work.
2. demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating these
processes in order to constantly improve their teaching knowledge, skills and practices
3. engage in scholarly research and extension and production activities that would benefit not ony the institution where they are
connected with but of the community as a whole
4. practice and demonstrate professional and ethical requirements of the teaching profession

Matrix Showing the Alignment of the Departments Program outcomes to it Objectives

Program Outcomes of the School of Education 1 2 3 4

1.manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed for higher
learning as well as competence in the field of work. / /
2.demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating these
processes in order to constantly improve their teaching knowledge, skills and practices / /
3.engage in scholarly research and extension and production activities that would benefit not ony the institution where they are
connected with but of the community as a whole / /
4.practice and demonstrate professional and ethical requirements of the teaching profession / /

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 Curriculum Map Showing the Alignment of Courses in the BSED Curriculum to its Program Outcomes.

BACHELOR of SECONDARY EDUCATION

Major in Mathematics

CURRICULUM MAPPING

First RELATIONSHIP TO PROGRAM OUTCOME

Semester COURSE
a b c d
English 101 Study and Thinking Skills
Filipino 101 Komunikasyon sa Akademikong Filipino
Math 101 Fundamental of Mathematics
1st year Soc. Sci. 101 Philippine History, Roots and Development
Science 101 Earth Science
Math 103 Foundations of Mathematics
Math 104 College Algebra
ICT 101 Information and Communication Technology
P.E 101 Physical Fitness
NSTP 1 CWTS/ROTC

Second RELATIONSHIP TO PROGRAM OUTCOME

Semester

5
 COURSE a b c d
English 102 Writing in the Discipline
Filipino 102 Pagbasa’t Pagsulat Tungo sa Pananaliksik
ICT 102 Basic Computer
1st year Soc. Sci. 102 General Psychology with Drug Addiction
Science 102 Biological Science
Math 102 Contemporary Math
Math 105 Advanced Algebra
Math 106 Plane and Solid Geometry
P.E 102 Rhythmic Activities
NSTP 2 CWTS/ROTC

First RELATIONSHIP TO PROGRAM OUTCOME

Semester COURSE
a b c d
English 103 Speech and Oral Communication
Filipino 103 Masining na Pagpapahayag
Educ 101 Child and Adolescent Development
2nd year Lit. 101 Philippine Literature in English
Math 107 Plane and Spherical Trigonometry
Values Educ. Personhood Development
Soc. Sci. 103 Philippine Society and Culture with Family Planning
Educ. 102 Social Dimensions of Education with Philosophy
P.E 103 Individual/Dual Sports/ Games

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 Second RELATIONSHIP TO PROGRAM OUTCOME
Semester COURSE
a b c d
Soc. Sci. 104 Economics, Taxation, and Land Reform
Lit. 102 Masterpieces of World Literature
Educ. 103 Facilitating Learning
2nd year Educ. 104 Principles of Teaching 1
Educ. 105 Educational Technology 1
Math 108 Analytic Geometry
Math 109 Number Theory
Math 110 Teaching Strategies in Mathematics
P.E 104 Team Sports and Games
Field Study 1 The Learner’s Development Environment

First RELATIONSHIP TO PROGRAM OUTCOME

Semester COURSE
a b c d
Soc. Sci. 105 Politics and Governance with New Constitution
Educ. 106 Principles of Teaching 2
Educ. 107 Assessment of Student Learning 1
3rd year Educ. 118 Educational Technology 2
Special Topic 1 UBD and MLE
Human 101 Art Education
Math 111 Differential Calculus
Math 113a Elementary Statistics
Field Study 2 Experiencing the Teaching-Learning Process
Field Study 3 Technology in the Learning Environment

Second RELATIONSHIP TO PROGRAM OUTCOME

Semester COURSE
a b c d

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 Educ. 108 Developmental Reading 1
Educ. 109 Assessment of Student Learning 2
Educ. 112 Curriculum Development
3rd year Special Topic 2 Environmental Education
Math 112 Literary Criticism
Math 113b Advanced Statistics
Educ. 111 Introduction to Educational Research
Field Study 4 Exploring Curriculum
Field Study 5 Learning Assessment Strategies

First RELATIONSHIP TO PROGRAM OUTCOME

Semester COURSE
a b c d
Soc. Sci. 106 Rizal’s Life, Works and Writings
Educ. 113 The Teaching Profession
Educ. 114 Undergraduate Thesis
4th year Special Topic 3 Current Trends and Issues in Education
Human 102 Introduction to Humanities
Math 114 Mathematics of Investment
Math 115 Linear Algebra
Math 116 Differential Equations
Math 117 Fundamentals of Computing
Field Study 6 On Becoming a Teacher

Second RELATIONSHIP TO PROGRAM OUTCOME

Semester COURSE
a b c d

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 Educ. 115 Practice Teaching

4th year Educ. 116 Problems Met and Enhancement Program

School: School of Education Program: BSED and BEED

Prepared by: Reviewed by: Recommending Approval: Approved by:

SUNNY G. GABINETE, Ph. D

Chairman, BEED Program
______________________ HELEN A. GASAPO, Ed. D ALMA DEFACTO, Ed. D
Subject Teacher ARTHUR O. BUENAVISTA, Ed. D. Dean, School of Education Vice President for Academic Affairs
Chairman, BSED Program

Descriptive Title: ________________________________________________

Course Code: _________

Course Credit: _______ Lecture Hours/ Week: ______________

Pre-requisite: ______________
Course Description: ___________________________________________________________________________________________
_______________________________________________________________________________________________________________

Intended Learning Outcomes Topics Teaching/Learning Teaching Equipment and Textbook Assessment Time
(ILO) Activities Materials (T) Allotment
(TLA) (TEAM) References Tool Task
(R)

Section 1: The Nature of

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 Mathematics

1.1 Mathematics in our world

1. Identified patterns in a. Patterns and Numbers in 1. Video Watching Computer, projector, 1. Nature’s Short Oral 4 Hrs
nature and regularities in nature and the World 2. Small Group Sharing whiteboard pen Numbers Response Written
the world (K); a.1 Golden Ratio 3. Journal Writing 2. Mathematics in Essay Writing
2. Articulated the a.2 Fractals 4. Whole Class Nature: Modeling Synthesis
importance of a.3 Symmetry Discussion Patterns in the Paper
mathematics in one’s a.4 Fibonacci Numbers Natural World
life (V); a.5 Others
3. Argued about the nature
of mathematics, what it b. Applications in Different
is, how it is expressed, Fields/Discipline
represented, and used
(K);
4. Expressed appreciation
for mathematics as a
human endeavor (V).

1. Discussed the language, 1.2 Mathematical language and

symbols, and Symbols
conventions of Jamison, R.E.
mathematics; 1. Individual or small (2000) Learning
a. Characteristics of
2. Explained the nature of group exercise the language of Essay
mathematical language: Compilations of Written/ oral 3hrs
mathematics as a 2. Whole class Mathematics exercise sets
precise, concise, mathematical symbols and
language; discussion Language and quiz
powerful notations and their
3. Performed operations on 3. Peer teaching learning across
b. Expressions versus meanings.
mathematical the discipline,
sentences
expressions correctly; 4(1), 45-54
c. Conventions in the
4. Acknowledged that
mathematical language
mathematics is a useful
d. Four basic concepts: sets,
language.
functions, relations,
binary operations
e. Elementary logic:
connectives, quantifiers,
negation, variables
f. formality

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 1.3 Problem Solving and
Reasoning
1. Used different types of
reasoning to justify a. Inductive and deductive
statements and reasoning Mathematical
arguments about b. Intuition, proof and 1. Problem solving Excursions C-1
mathematics and certainty strategies & 2 and C-4 & 5
mathematical concepts; c. Polya’s 4 steps in 2. Interactive
problem solving Logic puzzles Quiz Written
2. Written clear and logical learning Routine and non-routine Puzzles Act out 5 Hrs
proofs; d. Problem solving 3. Peer teaching
strategies problems
3. Solved problems
involving patterns and e. Mathematical problems
recreational problems involving patterns
following Polya’s 4 f. Recreational problems
steps; using mathematics
4. Organized one’s
methods and approaches
for proving and solving
problems.

Section 2: Mathematics as a
Tool

1. Used a variety of 2.1 Data Management

statistical tools to
process and manage a.
numerical data
2. Used the methods of
linear regression and
correlations to predict b.
the value of a variable
given certain conditions
Data gathering and
organizing:; representing
data using graphs and charts;
Mathematical
interpreting organized data 1. Lecture discussion Excursions C-1 3
Measures of central 2. Multimedia/
tendency: mean, median, courseware/

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3. Advocated the use of mode, and weighted mean statistical software 1. Multimedia
statistical data in making c. Measures of dispersion: operations equipment Quiz Written 10 Hrs
important decisions range, standard deviations 3. Interactive learning 2. Chalkboard or Problem sets Multimedia
and variance white board Project manipulations
d. Measures of relative proposal
position: z-scores,
percentiles, quartiles and box
and whisker’s plots
e. Probabilities and normal
distributions
f. Linear regression and
correlation: least-Square
Line, linear correlation
coefficient

MIDTERM EXAMINATIONS

1. Applied geometric 2.2 Electives

concepts, especially
isometries in describing 2.2.1 Geometric designs
and creating designs.
2. Contributed to the a. Recognizing and analyzing
enrichment of the geometric shapes Group discussion
Filipino culture and arts b. Transformations Workshops Geometry:
using concepts in c. Patterns and diagrams Multimedia/ teachware shapes, patterns
geometry. d. Designs, arts and culture
and designs by 1Hr
vistro-Yu
1. Supported the use of 2.2.2 Mathematics of Finance
mathematics in various Multimedia
aspects and endeavors in Filipino architectural Long test Written
a. Simple and Compound
life. designs Problem set Creating/ 10 Hrs
Interest
2. Computed correctly b. Credit Cards and consumer Class exhibit collecting of
Interests, loans, stocks Loans indigenous
and bonds. c. Stocks, Bonds and Mutual Discussion designs
3. Explained Interests, Funds Problem Solving Mathematical
loans, stocks and bonds. d. Home ownership Brain storming Excursions
Chapter - 11

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1. Analyzed information
and relationship 2.2.3 Logic Multimedia
between statements. Calculator Problem sets Written
2. Determined the validity a. Logic statement and Integrating Poster making 10 Hrs
of an arguments. quantifiers. project
3. Determined valid b. Truth tables and
conclusions based on tautologies
given assumptions. c. Conditional and related
4. Analyzed electronic Discussion
statements
circuits. Interactive learning Mathematical
d. Symbolic arguments
Brain storming Excursions
e. Arguments and Euler
diagrams Chapter - 3

FINAL EXAMINATION Multimedia

Truth tables quiz written
10 Hrs

1 Hr
Resources:

1. Aufmann, Richard, et. Al.; Mathematical Excursions, 3rd International Edition, ISBN 13-978-1-111-57849-7, Cengage Learning, USA, 2013
2. Stewart, Ian ; Nature’s Numbers, ISBN 0-465-07273-9, BasicBooks – A Division of HarperCollins Publishers, New York, USA, 1995
3. Adam, J.A.; Mathematics in Nature: Modeling Patterns in the Natural World
4. Jamison, R.E. (2000); Learning the language of Mathematics Language and learning across the discipline, 4(1), 45-54

Course Requirements:

Periodic Exams Learning Portfolio

Learning Activity Reflections/ Analysis

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Grading System
Cognitive Domain 60 %

Quizzes 20%
M/F Exams 30%
Recitation 10%

Psychomotor Domain 30%

Oral/Written 15%
Project/Practicum 15%

Affective Domain 10%

RICH (Responsibility, Integrity,
Cooperation & Honesty) 10%
Values/Attendance ____
100%

TEXTBOOK

1. Aufmann, Richard, et. Al.; Mathematics in the Modern World, ISBN 978-971-23-9357-0, Cengage Learning, USA, 2018

References

1. Aufmann, Richard, et. Al.; Mathematical Excursions, 3rd International Edition, ISBN 13-978-1-111-57849-7, Cengage Learning,
USA, 2013
2. Stewart, Ian ; Nature’s Numbers, ISBN 0-465-07273-9, BasicBooks – A Division of HarperCollins Publishers, New York, USA,
1995
3. Adam, J.A.; Mathematics in Nature: Modeling Patterns in the Natural World
4. Jamison, R.E. (2000); Learning the language of Mathematics Language and learning across the discipline, 4(1), 45-54

Suggested Readings/ References

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Learning Episodes Exemplary Superior Satisfactory Needs Improvement
4 3 2 1
Learning Activities

Analysis of the Learning

Episodes
Reflections/Insights
Learning Portfolio
Submission of the learning
episodes
Comments

Transmutation Of Score to Grade/Rating

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-

below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below

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