DIVINE WORD COLLEGE OF LEGAZPI

SCHOOL OF EDUCATION, ARTS AND SCIENCES

Legazpi City

Syllabus for Principles and Strategies in Teaching Mathematics

School Year 2020 - 2021

COLLEGE: School of Education Program: BSED-MATH

Course Code: Credit Unit: 4

Class days and class time: Prerequisite:

Instructor: Richel L. Lozano

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.
 INTENDED LEARNING OUTCOMES (ILO):

At the end of the course, the pre-service teachers should be able to:

A. Display deeper knowledge and understanding on the principles and strategies in teaching mathematics using various teaching methods (e.g. inquiry method, integrative method,
etc.) through demonstration teaching;

B. Display competence in designing, constructing, implementing and managing classroom structures and different teaching strategies to suit learners’ needs and the available physical
learning environment;

C. Demonstrate pedagogical content and technological knowledge in Math to implement teaching strategies that develop 21st century skills and promote literacy and numeracy, using
varied and appropriate Mathematical tools and software; manifest positive attitude towards learning by engaging in every exploratory and expository activities in Math classes.

EDGA/Required Domains of Competency Program Outcome

Competent Innovation & Creativity Skills
 Produce original and valuable ideas
Equipped with necessary skills, knowledge  Carefully examine ideas and decide on their viability
and experience.  Consider and evaluate the perspective of others and determine if their perspective are beneficial
and can be adopted
 Concretize ideas through creating new and useful innovations
Problem-solving/Computation/Mathematical Skills
 Exercise sound reasoning in gathering information related to a particular problem
 Assess every problem based on its magnitude and scope, its urgency/immediacy,
interconnections among systems and its impact to the environment
 Frame, analyze, and synthesize information in resolving problems by answering problem-related
questions
 Use computations/mathematical skills in coming up with possible options/ solutions
 Make sound decisions after analysis of generated information
 Implement and evaluate the implementation of decisions
Critical Thinking Skills

Technical Skills
Passionate Towards Work
Readiness and willingness to work beyond
expectations.
Effective Leader
Having the ability to inspire others to work
together for the common good.
Good Interpersonal Skills
The ability to and interact effectively with other
people, individually or in groups.
 Organize information logically
 Judge the validity and relevance of ideas and arguments
 Employ scientific reasoning in evaluating ideas and evidences, in answering questions, and in
explaining assumptions
 Utilize knowledge and skills necessary to executing tasks relevant to one’s field of
expertise/specialization
 Solve practical problems through the application of relevant theories
 Show clear and understandable communication in the discipline
Commitment
 Show full engagement in one’s work—putting one’s heart, spirit, mind, and hands to one’s tasks
 Manifest willingness and ability to work beyond required hours to accomplish targets
● Demonstrate readiness to make personal sacrifices, if needed, for the organization’s wellbeing
Leadership/Management Skills
 Use interpersonal and problem solving skills to influence and guide others towards a goal
 Leverage strengths of others to accomplish a common goal
 Act responsibly with the interests of the larger community in mind
 Use good organizational skills
 Communicate tasks and expected results effectively
 Use good delegation skills Work with clarity of purpose and task
Communication Skills
 Listen actively to instructions and act on those instructions appropriately with minimal guidance
 Speak, write, and listen effectively and confidently
 Organize thoughts logically and explain everything clearly
People Skills/Teamwork Skills
 Relate well with others, both co-workers and clientele
 Work well with others in pursuit of common goals
 Work with minor supervision
● Contribute ideas and suggestions for the proper accomplishment of goals
LEARNING PLAN:
Intended Learning Outcomes (ILOs) TOPICS Teaching Learning ASSESSMENT TIME FRAME
Activities
At the end of the week, the pre- I. Conceptual Framework of Math Round Robin Discussion WEEK 1
service teacher (PST) should be Education Filled-out graphic organizer (T-
able to: chart)
• Goals in Mathematics Session 1
1.1a. discuss how critical thinking Education
skill is developed in Mathematics Think-Pair-Share
teaching
1.1b. discuss how problem-based Filled-out graphic organizer
strategy enhances learning (Venn Diagram)
Mathematics Session 2

• c. distinguish the key Punctuated Lecture

The teacher will provide input to 1. Filled-out graphic
features of Problem Solving
S U M andM AProblem-based
TIVE EXAMINATION students;
SUM theMteacher
A T I will
V Epause and E X organizer
A M I N (Spider
A T I OMap)
N Week3 9
elicit questions/ clarifications from the Session
At the strategy
end of the week, the pre- X. Instructional Planning Punctuated Lecture Written Work: on WEEK 10
students. The teacher continues after
service teacher (PST) should be 10.1 Writing Learning Outcomes Writeshop: Articulating of learning Alignment Learning
● Critical ThinkingBloom’s
Revised Skills providing answers to
able to: 
 competencies and learning
questions/clarifications. Outcomes and Strategies
Taxonomy activities Session 1
•10.1 a.a. cite examples
articulate of:
learning  Solo Taxonomy
•competencies
Argumentation and
and learning  Kendall’s Taxonomy
• Conflict Resolution  Marzano’s New Taxonomy
activities
• Conjecture reasons
• Patterning Session 2
a. articulate
At the end of the learning
week, intent for a specific Articulating K to 12 competencies in
the pre-service Socratic Method (Students will Student formulated questions WEEK 2
II. Underlying
Mathematics principles
Learningand
with success
learning competency
teacher (PST) should be able to: formulate questions and discuss the
strategies
indicators (Enabling Skills) answers. The teacher facilitate the Written Work:
Write shop: Articulating learning Assessment Grid
• a. describe how • Constructivism in
question-answer in class)
intent for a certain learning Session 1
constructivism as a strategy (Alignment of competencies
Mathematics teaching competency with enabling skills and
works in the teaching of Reciprocal Teaching (small team of 4
Mathematics strategies
Concept notes as a
At the end of the week, the pre- XI. Designing Learning Activities in where
Interactive Lecture and Write-shop resultWritten Work:
of Reciprocal Session
WEEK2 11
service • Mathematics
Teaching for by
understanding
applying the in 1- Clarifies Lesson activity on
• a. teacher
describe (PST) should be
how teaching 1- Asks questions
Teaching
able to:
for understanding can be Mathematics teaching
following: Constructivism and
1- Predicts
used in mathematics 11.1 Constructivism and Discovery 1- Summarizes Discovery Learning
11.1a.teaching.
design learning activities utilizing Learning
Constructivism and Discovery
Interactive Lecture
Learning  (The teacher will provide input to Summary Sheet
Session 3
students; the teacher will pause and (Students will write a summary
2. a. Dale’s Cone of asks questions to draw out answers 1. describing how Dale’s Cone
• a. describe how Dale’s experience that will lead to deeper discussion of of experience and various
Cone of 3. Various constructivism the lesson.) constructivism strategies
Experience is applicable in strategies in enhance Mathematics
Mathematics teaching and Teaching teaching and learning)
learning Mathematics
2.3b. describe how other
 At the end of the week, the pre- 11.2 Inquiry-based Learning with Interactive Lecture and Write-shop Written Work: Week 12
service teacher (PST) should be Reflective Teaching Lesson activity on Inquiry-
able to: based integrating Reflective
Teaching
11.2a. design learning activities utilizing
Inquiry-based Learning with Reflective
Teaching
At the end of the week, the pre- 11.3 Cooperative Learning with Writing to Interactive Lecture and Write-shop Written Work: Week 13
service teacher (PST) should be Learn Lesson Activity on
able to: Cooperative
integrating “Writing to
Learn”
11.3a. design learning activities utilizing
Cooperative Learning Structure with
Writing to Learn
At the end of the week, the pre- 11.4 Blended Teaching Approach Interactive Lecture and Write-shop Written Work: Week 14
service teacher (PST) should be (Flipping Classroom) Activity Description on the
able to: implementation of Flipped
Classroom
11.4a. design learning activities
utilizing Blended Teaching
Approach
At the end of the week, the pre- XII. Managing students’ Interactive Simulation Activity Product-based Assessment: Week 15
service teacher (PST) should be behaviors in the classroom Non-verbal instructional
able to: 12.1. Instructional Materials on materials intervention for
managing students’ behaviors in the
students with low profile
12.1a. design instructional materials classroom
(The pre-service
to facilitate and manage students’
teachers will design
behaviors in the classroom
instructional materials
for students who are
developing and
beginners to facilitate a
more positive behavior
towards learning

At the end of the week, the pre-
service teacher (PST) should be
able to:
12.1a. conduct a demonstration
teaching instructional materials to
facilitate and manage students’
behaviors in the classroom
Mathematics)
Non-verbal instructional
materials on reward system
Learning Walk Activities  Exhibit of Lesson Plans Individual Learning Space 20- Week 16 - 18
and Instructional minute Micro-skill Demo
Materials
 Presentation Demonstration
 Consolidation of comments
and recommendations
Finalizing lesson design
References:

Anderson, L. W. & Krathwohl, D.R. (Eds.) (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of
educational objectives. (Abridge edition) New York: Longman.
Arends, R.I. (2011). Learning to teach (9th Ed.). Boston, MA: McGraw Hill.
Atkins, A.T. (2010). Collaborating online: Digital strategies for group work. Retrieved January 15,
2012, from http://wac.colostate.edu/books/writingspaces1/atkins--collaborating-online.pdf
Bean, J.C. (2011). Engaging ideas: The professor’s guide to integrating writing, critical thinking and active learning in the classroom (2nd Ed.).
San Francisco: John Wiley and Sons.

Course Requirements:
Attendance (Please refer to the College Student Handbook, 2014 Revised edition pp. 20-23).
a) Advanced readings of the topics.
b) Active participation in all class activities.
c) Submission of requirements on time.
d) Pass major exams (Term Exams)

Grading System: (Please refer to the College Student Handbook, 2014, Revised Edition, pp. 14-20).

Prepared by: Recommending Approval:

_______________ ____________________
Richel L. Lozano Dr. Mary Jane R. Reduta
Instructor Program Head

Approved:

_____________________________
SALVACION L. GARCERA, Ph. D.
Dean