Divine Word College of Legazpi

SCHOOL OF EDUCATION, ARTS AND SCIENCES

Legazpi City
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Syllabus for TECHNOLOGY FOR TEACHING AND LEARNING 2 (Instrumentation in Mathematics)
2nd semester, School Year 2020-2021
COLLEGE: School of Education, Arts and Sciences Program: BSE Math
Course Code: MATH 119 Credit Unit: 3
Class days and class time: Prerequisite: TTL1, Assessment of Learning Courses and
Principles of Teaching Courses
Instructor: Lorenzo B. Folloso

Course Description: This is a 3-unit course that focuses on the application, design, production, utilization and evaluation of Information and
Communications Technology (ICT) materials for teaching and learning Mathematics. This is in support of constructivist
pedagogies for the 21st century learners. The major requirement for this course is an ICT-integrated and project-based learning
plan aligned with the K to 12 Curriculum. All the learning activities and course requirements will revolve around the student-
teacher developed Learning Plan.
INTENDED LEARNING OUTCOMES (ILO)
Program Outcomes Expected Intended BSEd Mathematics Course Outcomes
Divinian Graduate Attributes At the end of the program, the students should be
(EDGA)/ Required Domains of able to:
Competencies
Disciplined  Exhibit competence in mathematical concepts
. and procedure
 Exhibit proficiency in relating mathematics to
other curricular areas
Competent  Manifest meaningful and comprehensive
pedagogical content knowledge (PCK) of
mathematics
 Demonstrate competence in designing,
constructing and utilizing different forms of
assessment in mathematics
Passionate Towards Work  Demonstrate proficiency in problem-solving by
solving and creating routine and non-routine
problems with different levels of complexity
 Appreciate mathematics as an opportunity for
creative work, moments of enlightenment,
discovery and gaining insights of the world.
Intended Learning Outcomes
At the end of this course, the students should
be able to:
Explore mathematical relationship with the
aid of technology
Create opportunities for developing higher
order thinking skills
Investigate the role of Technology in Math
Enumerate the 21st century skills
Investigate graphical, numerical and
algebraic representations of functions,
solve equations graphically and
investigate sequences and series with the
use of graphing calculators an internet
java applets.
Organize, display and analyze data with
the use of Microsoft Excel and Fathom
Investigate recursive functions and write
a program to compute and assign grades.
Use geometer’s Sketchpad and explore
their properties in order to formulate and
explore theorems.
Investigate how the method of least
squares minimizes area. Investigate data
transformations, modeling, residual plots
and polynomial functions with the use of
the program Fathom.
Explore rigid transformations, symmetry,
and patterns to create tessellations with
the use of Geometer’s sketch pad.
 Explore ways of teaching fundamental
principles of set theory, logic, data analysis
in grades K-12 with the java internet
applets.

Resilient  Use effectively appropriate approaches, Become familiar with teacher/student

methods, and techniques in teaching
mathematics including technological tools
resources on the World Wide Web and in
Journals.
Understand how to use mathematical
software to perform calculations pertaining
to calculus, linear algebra and numerical
analysis.
Explain when to use ANOVA.
Read and interpret EXCEL printout.

LEARNING PLAN:
INTENDED LEARNING TOPIC/S TEACHING/LEARNIN INSTRUCTIONAL ASSESSMENT TIME
OUTCOME (ILO) G ACTIVITIES MATERIALS FRAME

At the end of this course, the History of Technology in

students should be able to: Mathematics Quizzes
Video lesson/ Laptop/Slideshow
 Explore mathematical The role of Technology in Modular Activity Sheets
relationship with the aid of Mathematics Instruction
technology
 Create opportunities for The 21st century skills
developing higher order
thinking skills
 Investigate the role of
Technology in Math
 Enumerate the 21st century
skills
 Investigate graphical,
numerical and algebraic
representations of
functions, solve equations Graphing Calculators and Laptop/Slideshow
graphically and investigate other calculators Exposition/ Activity Sheets Individual
sequences and series with Modular activity sheets
the use of graphing Instruction
calculators an internet java
applets.
 Organize, display and
analyze data with the use Application
of Microsoft Excel and
Fathom a. Multiple Representations
 Investigate recursive of Functions
functions and write a
program to compute and
assign grades.
 Use geometer’s Sketchpad
and explore their properties
in order to formulate and b. Data Analysis
explore theorems. Exposition/ Laptop/Slideshow
 Investigate how the Modular Activity Sheets
method of least squares Instruction Practical work
minimizes area. Investigate Sketchpad
data transformations,
modeling, residual plots
and polynomial functions a. Statistical Analysis
with the use of the program
Fathom.
 Explore rigid
transformations, symmetry,
 and patterns to create b. Linear and Quadratic
tessellations with the use Functions, Conic Sections Screenshot/
of Geometer’s sketch pad. Video Lessons
 Explore ways of teaching c. Tessellations Laptop/Slideshow
fundamental principles of Activity Sheets
set theory, logic, data
analysis in grades K-12
with the java internet
applets. Practical Work
 Become familiar with
teacher/student resources d. Introduction to Set Exposition/
on the World Wide Web Modular
and in Journals. Instruction
 Understand how to use Laptop/Slideshow
mathematical software to Activity Sheets
perform calculations e. Rates of Change
pertaining to calculus,
linear algebra and
numerical analysis.
 Explain when to use
ANOVA Calculator-Based Practical Work
 Read and interpret EXCEL Laboratory System (CBL)
printout.
Demo teaching

Power point Presentation

REFERENCES:
Kaput, J.J. (1992). Technology and mathematics education. In D.A Grouws (Ed.), Handbook of research on mathematics teaching an learning,
(pp.515-556), New York MacMillan Publishing Company.
Key Curriculum Press. (2002). IMP sample activities. Retrieved November 15, 2004, from http://www.mathimp.org/curriculum/samples.html
Mathematical Sciences Education Board. (1990). Reshaping school mathematics: A philosophy and framework for Curriculum. Washington, DC:
National Academic Press.
Waits, B.K., & Demana F. (2000). Calculators in mathematics teaching and learning: Past, present and future. In M.J. Burke & F.R. Curcio (Eds.),
Learning mathematics for a new century (pp. 51-66)
Burke, M, Erickson, D. Lott, J.W. & Obert, M. (2001). Navigating through algebra in grades 9-12.Reston, VA: National Council of Teachers of
Mathematics.
Bennett, D. (2002). Exploring geometry with Geometer’s Sketchpad Emryville, CA: Key Curriculum Press

CLASS REQUIREMENTS

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)
V- GRADING SYSTEM:
a. Grading system for every term (Prelim, Midterm, Prefinals, Tentative Finals)
 Class Standing-------------60%
-outputs, projects, quizzes
  Term Exams----------------40%
-major exams

Total------------------------100%
b. Final Grade= Average of Prelim, Midterm, Pre-final and Tentative Final Grade