Course Syllable

MATHEMATICS APPLIED TO
TECHNOLOGIES

I .- General information

INFORMATION SYSTEMS DEVELOPMENT

Career NETWORK AND COMMUNICATIONS MANAGEMENT
Academic semester Yo

Module Yo

Prerequisite None

Credits 2

Hours per week 2

Modality In person
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PERUVIAN PRIVATE HIGHER INSTITUTE OF SYSTEMS “SISE ”'

II . SUMMARY OF THE SUBJECT
The teaching unit of Mathematics applied to technologies, belonging to academic semester I, of
the school of information technologies, which consists of 2 hours of theory. Allows the student
to solve mathematical problems with applications in the field of business and technology;
determines the appropriate use of variables in mathematical and logical problems that help the
generation of computer programs; develop problems that arise in a blog.

IV. PROGRAMMING AND ORGANIZATION OF CONTENT

LEARNING UNIT I
PROPOSITIONAL LOGIC. SET THEORY.
CAPABILITIES TO DEVELOP IN THE UNIT
V Interprets mathematics as a training process and basis of arithmetic calculation.
V Identify and use operations between sets.
V Recognizes the importance of using logical connectors as the basis of algorithm development.

WEEK
SESSION CONCEPTUAL CONTENT PROCEDURAL CONTENT
NUMBER
> Evaluate the importance of knowing and
• Logic: Proposition. Concept.
using propositional logic.
Notation. Logical connectors.
1 1
Composite propositions.

> Solve exercises creatively using

• Special proposals.
mathematical rules and principles.
2 1 • Equivalent propositions

III. PROGRAMMING AND ORGANIZATION OF LEARNING UNITS

Learning unit Duration by number of weeks

Propositional logic. set theory 1st to 3rd week

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Number Theory. Series and numerical sequences 4th to 6th week

Arrays. Types of matrices. Operations with matrices 7th to 9th week

Session Recovery 10 week

Final Evaluations 11 week
Substitute Evaluations 12 week

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> Apply operations between sets.

• Set theory: Concept.
Notation. Special sets.
Operations between sets.
Number of elements.

Assessment

3 1
• Assessment
• Technique: Content > Perform operations exercises between
Analysis sets.

• Instrument: Written
development test.

CURRENT CONTENT
V Demonstrates responsibility and creativity when working individually or as a team.
V Reflect on the importance of mathematics in daily and professional life.
V Joins the work team to develop classroom activities that promote cooperative learning.

LEARNING UNIT II
NUMBER THEORY. SERIES AND NUMERICAL SEQUENCES
CAPABILITIES TO DEVELOP IN THE UNIT
V Understands numerical series and sequences based on algorithms.
V Identify and differentiate the types and characteristics of numbers.
V Analyzes properties, procedures and solves commercial problems.

WEEK
SESSION CONCEPTUAL CONTENT
NUMBER PROCEDURAL CONTENT
> Know the importance of
• Number theory: Divisors.
knowing the nature of
Multiples, submultiples,
4 1 primes, etc. numbers and using them
as the basis of the
algorithm.
> Build algorithms based on
• Series and numerical
sequences. the numerical series of
5 1
PARTIAL EXAM Technique: problems posed.
Questionnaire.

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Instrument: List of questions.

> Creatively applies

• Special numerical series
mathematical rules and
with practical application.
Assessment principles.
6 1
List of interpretive exercises.

CURRENT CONTENT
V Demonstrates responsibility and creativity when working individually or
as a team.
V Reflect on the importance of mathematics in daily and professional life.
V Joins the work team to develop classroom activities that promote
cooperative learning.

LEARNING UNIT III

ARRAYS. TYPES OF MATRICES. OPERATIONS WITH MATRIXES
CAPABILITIES TO DEVELOP IN THE UNIT
V Understand and properly use types and operations with matrices, solving
various problems.
V Recognizes and applies the types of matrices and operations with
matrices.
V Use self-learning as learning strategies.
WEEK
SESSION CONCEPTUAL CONTENT
NUMBER PROCEDURAL CONTENT
> Know and identify the
• Matrix. Concept. Notation.
types of matrices.
Order of a matrix.
7 1 • Type of matrices.

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Assessment Creatively applies

• Assessment mathematical rules and

principles.
• Technique: Content
Analysis
• Instrument: Written
development test.

> Identify operations between

8 1 • Operations with matrices.
Properties. matrices.
Assessment > Evaluate application
Questionnaire (Practical
problems in business in
exercises)
Instrument: List of questions groups.
> Appropriately uses rules
9 1
and methods in solving
real problems.

CURRENT CONTENT
V Demonstrates responsibility and creativity when working individually or as
a team.
V Reflect on the importance of mathematics in daily and professional life.
V Joins the work team to develop classroom activities that promote
cooperative learning.

v. METHODOLOGICAL STRATEGIES:

According to the Sise educational model, with a competency-based approach, the following
methodological strategies will be applied in their learning sessions:

Methodological Foundation
strategies
Self-study Unlike education in the classroom, self-learning, supported
by information and communication technologies, bases its
communication on the written text, which implies a
significant effort on the part of students and teachers in
reading. .
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Projects
Bring a concrete reality closer to an academic environment
through carrying out a work project.
Stimulates the development of skills to solve real situations.
Problem-based Students must work as a team, synthesize and construct
learning -PBL knowledge to solve problems that have generally been taken
from reality.

Case method Useful to start the discussion of a topic. To promote

research on certain content. A case can be raised to verify
the learning achieved.
Problems related to your area of specialty.
Flipped Learning Transfer learning activities outside the classroom to acquire
students' theoretical concepts, which
(Flipped Classroom will be used in face-to-face class time to enhance practical
learning processes. You will learn by doing (Learning by
Doing)
SAW. ASSESSMENT:

The Sise Higher Institute presents an educational model that seeks to measure the
development of competencies (conceptual, procedural and attitudinal), therefore, we
consider that evaluation is a systematic and continuous activity, focused on student learning,
which provides timely feedback. regarding their progress throughout the teaching-learning
process and that allows them to obtain the minimum grade of thirteen.
Evaluation is the process of obtaining, selecting and analyzing information on a continuous
basis, to make a judgment aimed at making decisions. The evaluation must be conceived as
a permanent, cumulative process, preferably qualitative rather than quantitative, therefore,
the purpose of the evaluation is summative and formative evaluation.
We consider that summative evaluation allows the assessment of products, processes or
learning that are considered finished, in order to determine if the result is positive or
negative, if it is valid for what was expected or if what was desired was not achieved, this
process It is fulfilled in our institution when teachers carry out the application evaluation, to
obtain results at the end of the learning session. Formative evaluation is added to this
process because it allows us to diagnose, provide feedback and enable actions to progress
student learning.
We also know that feedback is of vital importance and we do it through the application of
metacognition that allows us to self-regulate our own learning in the evaluation process
through the following questions:
What did we learn today? How did we learn it? Was it easy or difficult for you?
Teachers can also select various techniques and instruments within the
evaluation process, such as:

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Techniques Instruments
Interview/Questionnaire/observation Checklist, list of questions
Content analysis Sheet to evaluate: works, reports, manuals,
monographs, essays, content analysis, written
tests, reading comprehension sheet and
rubric.
Maps/Organizers of
information. Worksheet to evaluate organizers: conceptual,
mental, semantic, diagrams, graphics.
Product analysis Sheet to evaluate: mockup, newsletter,
brochures, diagrams, album, photographs,
diptychs, magazines, virtual portfolio, blog and
academic paper.
VII. EVALUATION CRITERIA

FOCUS OF THE DIDACTIC UNIT

EVALUATIONS
THEORETIC PRACTICAL MIXED
AL
Partial evaluation 30% 25% 40%
Final evaluation 35% 30% 25%
Application Evaluation (PEA) 35% 45% 35%
100% 100% 100%

VIII. DIDACTIC RESOURCES AND ICT

> Media: videos, internet, virtual campus, multimedia, software and related links.
> Materials: syllabus, reference texts, offprints, plates, concrete material and flipcharts.

IX. BIBLIOGRAPHICAL RESOURCES / BIBLIOGRAPHY

9.1 Basic bibliography:
- Mathematical Reasoning, Fausto Cubillas Romero, 10th. Edition. Agrarian University.
2010 Peru
- Arithmetic, Mario Silva Santisteban, Uniciencia Sapiens Collection. 2016 Peru

- Arithmetic, José Santibañez Marín, 12th. Edition. Lexus. 2011 Peru

- Algebra, Máximo Villón Béjar, Editorial Hozlo. 2010 Peru
- Numerical and power series, Juan de Burgos Roman, Casa del libro
9.2 sise virtual library bibliography

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- Applications of mathematics and calculus to real situations, Marie Cosette Girón

Suazo, Publisher: Peruvian University of Applied Sciences (UPC). 2012 Peru

- Mathematical competence No. 2, Javier Fudio Marín, Editorial: Training tutor. 2015
Peru

- Creativity and mathematical education, Lilibeth Pérez, Editorial: El Cid Editor. 2009
Peru

- Structural mathematics, Forero Cuervo Andrés. Publisher: Universidad de los Andes.

2009 Peru

9.3 Virtual bibliography / electronic addresses

- Mathematics tutorial sets, thales.cica.es/rd/Recursos/rd97/Otros/55_56-3-0-

DIRECCIONES.html
- Mathematics Resources, gisc.uc3m.es/~cuerno/enlaces.html, Spain
- Math,
ttp:// www.uam.es/estructura/servicios/Bibliotecas/paginas/matema.html#06 .
- Strengthen and expand your mathematics www.aula21.net/primera/matematicas.htm
- https://www.casadellibro.com/libro-series-numericas-y-de-poderas/.../2105236

This syllable is approved by the Head of School of the specialty.

If you have any contribution to make, enter:
www.tecnosise.com/aporte_silabos

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