EDUC-614 (MATHEMATICAL LOGIC)

nd
2 Semester, Academic Year 2021 – 2022

Below are the guidelines that each student-group must consider in working out this
task-set. Also, it is advised that the forms and styles which have been introduced here
should be well-followed in the preparations and actual making of the notes.

BASIC PARTS:
1.1) Title Page
1.2) Introduction
1.3) Learning Outcomes
1.4) Pretest
1.5) Content Inputs and Discussions
1.6) Posttest
1.7) Reinforcement Activity
1.8) References

SPECIFICATIONS
Use Arial font with size 12 with one-inch margin in all sides of the sheet. Additionally,
utilize single space in writing. Marginal design and other arts are strongly discouraged.
The Title Page shall be seen at the front part cover of the notes where the assigned
topic, list of members, group number, code-names of the subject and the official class
schedule must be reflected on it. However, the group is discouraged to include a cover
design to beautify the same.

INTRODUCTION:
 An introduction is typically the first set of paragraphs of your notes. The goal of
introduction is to let your readers know what they expect from such notes.
Commonly, the intent shall be to attract the reader’s attention by commencing your
writing with a “hook” which grabs their interest.
 Hence, your group may start this portion by scribing a capturing statement (e.g.:
words of wisdom from a well-known mathematician that may have impact towards
the scheduled topic or any other relevant texts).
 Somehow, this prefatory statement can be supplemented by pointing out the
following (limit this whole part between 2-3 paragraphs only):
i. general overview of the assigned unit, chapter, or lesson(s);
ii. briefly fill in some essential details for the learner-readers to reflect on;
iii. point out what the learner-readers may expect from a chapter or lesson(s) to be
used for;
iv. other salient matters which the group think is vital to such unit, chapter or
lesson(s)

LEARNING OUTCOMES:
Make sure that the behavioral verbs shall satisfy the SMART principle (Specific,
Measureable, Attainable, Realistic, and Time-bounded) in consideration of these
domains: knowledge, skills, attitude/values
PRETEST:
 The usual intent of this test is to initially determine the level of proficiency of
each student/group where it shall gauge the degree to which the students or
groups meet expectations using prior knowledge.
 Provide at least 3-5 items for such pre-assessment. However, a teacher-made
pretest for this group-work is not encouraged. Hence, all of the test items must
be taken from various references (e.g. books, compilations, modules, or internet-
reliable sources)
 Guarantee that such preliminary appraisal shall include majority, if not all, of the
possible lessons in such unit/chapter.
 The group is given the liberty on the type of assessment to be employed on this
section. However, a combination of theoretical problems and practical
applications is endorsed to motivate “student-readers” of your materials.
 Answer key should be reflected at every last page of a particular lesson.

CONTENT INPUTS AND DISCUSSIONS:

 For this section, since the optimal target is for advancement, the group must
consider writing the contents on an appropriately-identified number of pages
which shall serve the underlying objective in the engagement of this graduate
teacher education – for mastery of knowledge and skills-honing sake.
 Discussion of the intended curriculum contents (i.e. subject matters or lessons)
must be made worth reading, interesting, informative, engaging, motivating, etc..
 Inputs should be equally responsive to the need of the prospective learner-
readers and knowledge-facilitators (i.e.: both for being a graduate student who
needs to upgrade or advance his/her knowledge and competencies of the
lessons; as well as for being a teacher who shall deliver the same content
knowledge to the junior/senior/tertiary level students).
 Illustrative examples are definitely vital and necessitated; hence, it is imperative
that the same must be included in the prentation or discussions of the lessons.
 In writing the fragments, phrases, statements, and paragraphs, the group is
advised to avoid plagiarism. Thus, citation www

POSTTEST:
 This is a post assessment given to the students after the completion of a
“delivered” lesson or other related academic instruction. It is utilized in
conjunction with the pretest to measure, at this moment, the level of
achievement of the students in such scholastic-based undertaking. To actualize
this part, the group must comply what were specified in the pretest section.

REINFORCEMENT ACTIVITY:
 Provide a reinforcement activity for the students to further read, study and/or
work using books, compilations, modules, or internet-reliable sources and other
learning materials as possible references. This may come in the following forms:
i. assignment/homework
ii. expanded activity (e.g. critiquing a research article, crafting a slide
presentation, etc.)

REFERENCES:
  Cite the reference being used at the part on “Content Inputs and Discussions”
such as those from the published books with ISBN#, workbooks, compilations,
modules/manuals with ISSN#, and other reliable and valid sources.
 Books/authors to be cited may consider between these publication years 2000–
2020. Somehow, under this new normal, the probable usage of the internet
sources is so permitted using the url as basis
 In writing the references, please follow the APA-7 th Edition format for any type of
citations (check this out from the internet).

ADDITIONAL INFORMATION
 Never “Cut and Paste” any statements or paragraphs on whose author’s consent
was not officially sought either through email or letter.
 Use an “End-Note” in citing a particular statement(s) that is not your own at the
part of the Content Inputs and Discussions.
Example:
“Ordinary mathematical exposition uses an informal
mixture of English words and logical notation” [1].
 In lieu of a major examination, all undertakings made here by the concerned
group and its members shall be objectively rated or evaluated as part of the class
standing using rubric and peer evaluation slip.
 The Beadle is tasked to manage the fair distribution of the established lessons
among the groups in such class section. At the same time, every group leader is
liberated to manage the fair assignment of topics to each member to work on and
comply at its prescribed deadline for submission or transmittal.
 This class section has until August 14, 2021 to have all the outputs be readied for
transmittal directly to the Beadle before midnight. Likewise, late endorsement of
submittal by a group shall earn a “demerit” marking from which every
concerned member shall equally acquire.

FOR SECTION-2
LIST OF TOPICS/LESSONS

(IV) TAUTOLOGIES AND CONTRADICTIONS

>Proposition
>Logical Operators
>Tautology
>Contradictions
>Contingencies
>Tautological Implications and Equivalence
>Rules of Replacement

(V) ARGUMENTS
>Mathematical Definition of Arguments
>Proof of Validity
>Valid and Invalid Arguments
>Symbolic Representation of Arguments
>Rules of Inference
>Rule of Conditional Proof
 >Rule of Indirect Proof

(VI) QUANTIFIERS AND QUANTIFIED STATEMENTS

>Definition and Examples
>Terms and Predicates
>Symbolic Representations of Quantified Statements
>Negation of Quantified Statements
>Rule of Instantiation or Term Substitution