PAMANTASAN NG LUNGSOD NG MARIKINA

College of Arts, Sciences and Education

Department of Teacher Education| COURSE SYLLABUS
2nd Semester, A.Y. 2023-2024

COURSE CODE & TITLE : HISTORY OF MATHEMATICS (MAT 101)

CREDIT UNITS : Three (3) Units
PRE-REQUISITE COURSES : None
PROFESSOR/INSTRUCTOR : JOE MAR O. PANGUE, LPT
E-mail address: jmpangue08@gmail.com
Contact Number: 09457713570

PAMANTASAN NG LUNGSOD NG MARIKINA

Pamantasan ng Lungsod ng Marikina (PLMar) is a progressive higher educational
institution fostering competent, compassionate and creative learning community
Vision
dedicated to the pursuit of academic excellence, character formation, social
responsibility and accountability.
Pamantasan ng Lungsod ng Marikina (PLMar) is committed to: 1. Provide accessible
quality education, resources, opportunities and services for student development; 2.
Mission Promote holistic approach in lifelong learning leading to better quality of life; 3.
Build an empowered, resilient and supportive learning community of agents for
positive change
 Expand access to quality higher education among lower income and
disadvantaged groups;
 Improve quality and standards of higher education, raise the level of
Objectives educational outcomes and increase the social relevance of its development
functions; and
 Rationalize higher education, improve its internal and external efficiency,
optimize resource utilization and maximize resource generation.
Core Values Access, Quality and Sustainability
TEACHER EDUCATION PROGRAM
The Teacher Education Program provides students with dynamic, relevant, and
highest quality of education by offering programs that focus on building skills and
Vision
competence on critical thinking anchored on research that has applications for their
immediate community and beyond.
The Teacher Education Program aims to prepare graduates who can inspire,
influence, and impact their communities, by demonstrating a strong commitment to
Mission
social change through inquiry, discovery, utilization of their knowledge, enrich and
advance the lives of those entrusted to them by the society.
1. Develop the teaching-learning process skills of the students in curriculum
development, lesson planning, materials development, educational assessment,
and teaching approaches.
Objectives 2. Establish among students, the professional and ethical requirements of the
teaching profession.
3. Develop the creativeness and innovativeness of the students in thinking of
alternative teaching approaches in improving teaching process skills.
 I. COURSE DESCRIPTION:
The course deals with the humanistic aspects of mathematics which provides the historical
context and timeline that led to the present understanding and applications of the different branches of
mathematics. The student should be able to describe major mathematical developments over time in
the cultures of Egypt, Babylonia, Greece, Medieval China, Medieval India, the Medieval Islamic
World, the European Middle Ages, the Renaissance, and the seventeenth, eighteenth, nineteenth, and
twentieth centuries in Europe and the Americas. The students should also describe the development of
number systems, geometry, proof, algebra, analytic geometry, the calculus and the foundations of
mathematics, across cultural and national lines.

II. LEARNING OUTCOMES: At the end of the term, the students will be able to:

KNOWLEDGE
1. discuss the basic historical motivations behind several key strands of mathematics, including
geometry, algebra, astronomy and analytic geometry.
2. study the mathematics of various different civilizations, their conception and use of mathematics,
and how the historical conditions of those civilizations affected and were affected by
mathematics.
3. Summarize some important contributions of prominent mathematicians.

SKILLS
4. develop a critical sense of what was, and even what is, important and exciting about mathematics
and its evolution.
5. follow the development of mathematics from early number systems to modern mathematics.
6. construct basic outline of the recent historical development of mathematics and how this relates to
modern mathematics.

AFFECT AND ATTITUDES

7. focus on the problems of interpreting the past and can also deal with the relationship between the
past and present.
8. satisfy curiosity of how mathematics developed and how it fits into culture.

III. EVIDENCE OF LEARNING

At the end of the semester, students are to create a timeline scrapbook of various different civilizations,
their conception and use of mathematics. This scrapbook will show the development of mathematics from
early number systems to modern mathematics. The students can use this timeline scrapbook as their
references when they teach Mathematics in the future. The students can enhance their research skills in
gathering information/s about the historical development of mathematics and also they can show their
creativity and resourcefulness through arts.

III. LEARNING PLAN

Week Topics Learning Experience / Assessments / Resources

1-21- 1-2 Subject Orientation (Meet &
Greet)
Section 1: The Mathematics in
Prehistoric Times, Ancient
Egypt and Babylonian
Mathematics [6 hours]
Learning Experience: (LO # 1, 5, 7)
1. Identify the notable events during prehistoric rimes, Egyptian
mathematics and Babylonian Mathematics;
2. Discuss how hieroglyphs were used to represent numbers and
the nature of the problems that have survived;
3. Cite some views of the mathematics of Ancient Egypt to that
of the Babylonians;and
4.Solve problems using Egyptian and Babylonian calculations.

1. Prehistoric Times Graded Assessment/s: Homework, Seatwork and Quiz

2. Egyptian Mathematics Learning Activities and Resources: Lecture, Group Activity,
3. Babylonian Mathematics YouTube Videos and Supplementary Readings
 3-4 Section 2: Greek
Mathematicians and Ancient
Greece Mathematics [6 hours]
1. Mathematics of Ancient Greece
2. Attic or Herodianic Numerals
3.Notable Mathematicians during
Ancient Greek Empire
4.The Birth of the Roman
Numerals
5-7 Section 3: Islamic, Hindu, and
Chinese Mathematics
[9 hours]
1. Mayan Mathematics
2.Vigesimal Number System
3. Chinese Mathematicsand
Number System
4. Islamic Mathematics and
Mathematicians
8 Midterm Examination and Reflection
9-11 Section 4: Medieval Period and
the Renaissance[9 hours]
1.Medieval Mathematics
2. Medieal Mathematicians
3. Birth of the Calculus
4. Euler, Fermat and Descartes
12-13 Section 5: The Development of
Mathematics: A Historical
Overview during Modern
Period
1.Non-Euclidian Geometris
2. History of Modern Algebra and
Number Theory
3.Origin of Mathematics
4. Understanding Mathematics
14-15 Section 6: Technology in
Mathematics and Mathematics
in the Philippine Context
[6 hours]
1. Foundation and Formalism of
Mathematics
2. Technology in Mathematics
3. Mathematics Education and
Learning Experience: (LO # 1, 4, 6, 9)
1. Show the evolution of the numeration system in ancient times;
2. Discuss the conception and developments of mathematics
during the Greek, Hellenistic and Roman periods;
3. Identify different Greek mathematicians and their
contributions in the field of mathematics;
4.Use the concept of Greek mathematics in solving modern
mathematics problems; and
5.Reflect on the important contributions of the Greek
mathematicians and how it is used today.
Graded Assessment/s: Homework, Seatwork, Group Activity
and Quiz
Learning Activities and Resources: PowerPoint presentation,
Supplementary readings on books, e-books, and Collaborative
Learning.
Learning Experience: (LO # 1, 2, 4, 5, 7, 8)
1. Describe the changing character of mathematics over time and
recognize the distinction between formal and intuitive
mathematics.
2. Recognize the symbols and notations used in this period; and
3. Perform the mathematical operations used in this period.
Graded Assessment/s: Seatwork, Group Activity
Learning Activities and Resources: Lecture, Supplementary
readings on related books and e-books, Problem-Solving Games
Learning Experience: (LO # 1, 2, 3, 5, 6, 7, 9)
1. Discuss and write reflections about the historical concept of
mathematics during the renaissance.
2.Identify the contributions of different mathematicians and
philosophers during the renaissance.
3.Solve word problems using mathematical concepts and
practices developed by the prominent mathematicians
Graded Assessment/s: Homework, Seatwork, Group Activity
and Quiz
Learning Activities and Resources: YouTube Videos, Lecture,
Supplementary Readings
Learning Experience: (LO # 1, 2, 3, 4, 5, 6, 7, 8, 9)
1. Discuss the origin of non-Euclidean geometries;
2.Identify the personalities associated with non-Euclidean
geometries and their significant contributions.
3.Discuss what is mathematics from variety of points of view;
and
4. Discuss and describe what mathematicians do.
Graded Assessment/s: Homework, Seatwork, Group Activity
and Quiz
Learning Activities and Resources: Lecture and PowerPoint
presentation
Learning Experience: (LO # 1, 2, 3, 4, 5, 6, 7, 8, 9)
1. Explain the foundation and formalism of mathematics.
2. Discuss the relationship between mathematics and emergence
of technology
3.Discuss mathematics education and curriculum in the
Philippines.
 Curriculum Graded Assessment/s: Homework, Seatwork, Group Activity
and Quiz
Learning Activities and Resources: Youtube Videos and
supplementary readings on related books and e-books, Lecture
16 Final Examination and Reflection

IV. COURSE REQUIREMENTS

Requirement Points Description %
The attendance of the students will strictly be observed every
Attendance NA 5%
meeting to ensure lessons are fairly delivered.
Every recitation for the provided subjective question may give
Recitation Tallied Points students 0 to 5 points depending on the students answer and way 5%
of answering.
There will be 6 activities consisting of 3 Seatwork and 3 10%
10-20 points
Seatwork (SW) Homework for the midterm and the same in the finals to get a total (5% on
per SW and
and Homework of 12 written activities in all for the semester. The students will be HW and
100% per
(HW) provided instruction solving time-limited problems by the 5% on
HW
discussed lesson with pointing system. SW)
There will be a 30 minutes multiple choice quiz every section in
20 points per summary to assess students on the discussed topics. A total of 3
Quiz 10%
quiz quizzes in the midterm and the same on finals which in total is 6
quizzes for the semester.

100% per There will be 3 group activities for midterm and 3 group activities
Group Activity 15%
activity for finals where students will be graded by group.

Follow rubric
The class is grouped by pair. Each pair will have the topics
pointing
Project discussed for the whole semester to be summarized in a timeline 25%
system on
scrapbook.
previous page

50 points on
Midterm The Major Examination contains objective questions about the
Major
Exam and 50 lessons with overall 50 points examination on Midterm and on 30%
Examination
points on Finals.
Final Exam

V. GRADING SYSTEM

MIDTERMS (50%) FINALS (50%) Grading Scale

Attendance 5% Attendance 5%
Recitation 5% Recitation 5% 1.00 ----- 96 - above
Homework/Seatwork 10% Homework/Seatwork 10% 1.25 ----- 93 - 95
Quizzes 10% Quizzes 10% 1.50 ----- 90 - 92
Group Activity 15% Group Activity 15% 1.75 ----- 87 - 89
Project25% Project 25% 2.00 ----- 84 - 86
Exam 30% Exam 30% 2.25 ----- 81 - 83
TOTAL 100% TOTAL 100% 2.50 ----- 78 - 80
2.75 ----- 76 - 77
Notes: 3.00 ----- 75
* Transmutation Formula 5.00 ----- Below 75
(Score/Highest possible score) x 50+50 INC ----- Incomplete
WP ----- Withdrawal from a
course with permission
UD ----- Unofficially
Dropped
 VI. POLICIES:

1. Attendance: Students are responsible for all assignments or announcements given in class. It is expected that all
students will be present for all exams and quizzes. Make-up exams are not given (because these are announced) and
missed classroom activities cannot be made up, unless there is compelling reason to have an excused absence
authorized and recognized by the school with supporting documents and dates. Please take note of the following:
a. 9 hours absence = Subject Drop
b. 1 late = arriving 15 minutes after class starts
c. 3 lates = 1 absence
It is the responsibility of the students to keep track of their absences and incidents of tardiness. Students should
approach the instructor immediately after absence if there is a compelling reason with supporting document/s.
2. Classroom behavior: Students are expected to be prompt, attentive, honest, and polite. Electronic devices such as
phones and music players should be set aside. The professor has the right to confiscate these devices and file the
necessary corrective action.
3. Requirements: Submit all requirements on time and make sure that it is properly formatted and labeled. Late
submission will be accepted but shall incur 10% deduction for every day the submitted requirement is late. [Late
Submission is applicable in Homework, Seatwork and Quizzes only]

VII. REFERENCES

Katz, Victor J. et. al.A History of Mathematics, an Introduction.Third edition, 2009. Addison-Wesley. Cloth, 992 pp.
ISBN-10, ISBN-13.

Berlinghoff, William P., and Fernando Q. Gouvêa, Math Through the Ages: A Gentle History for Teachers and
Others, Expanded Edition, Oxton House and MAA, 2004.

Burton, David M., The History of Mathematics: An Introduction, 7th ed., McGraw-Hill, 2011.

Katz, Victor J. (ed.), The Mathematics of Egypt, Mesopotamia, China, India, and Islam: A Source Book, Princeton,
2007.

Bondoc, John Mark F. and Villa, John Carlo S, History of Mathematics, First EditionRex Bookstore 2024.

Prepared by:

Joe Mar O. Pangue, LPT Aldrin Jadaone, Ed.D. Ma. Rosario M Quejado, EdD
Instructor Dept. Head, GED Dean, CASEd