BATAAN PENINSULA STATE UNIVERSITY

COLLEGE OF EDUCATION
Dinalupihan Campus 2110 Bataan
PHILIPPINES

Course Information:

Program : Bachelor of Elementary Education

Course Code : NGEC 0423

Course Title : Mathematics in the Modern World

Course Description : The course highlights the ways in which mathematical thinking allows citizens to better understand, analyze, criticize, and influence
events in their own lives, and in the broader spheres of society, culture, politics, and the arts. It aims to thoughtfully apply
mathematical concepts and techniques in the analysis and solution of problems from everyday life and various areas of human
endeavor, critically evaluate mathematical and statistical claims and arguments from the media, public figures, and/or academics and
scientists and construct persuasive arguments supported by effective mathematical and statistical reasoning; and intelligently discuss,
in writing and/or speech, some of the ways in which mathematicians and mathematical ideas have played a continuing role in
shaping the lives of individuals and the development of modern social institutions.

Course Credits : 3 units, 3 hours lecture/week (for 18 weeks)

Pre-requisite : none

Co-Requisite : none

Schedule : 08:00 am – 11:00 am,3:30 – 5:00 pm MW, Room 216 (BEEd Bldg.)

Term & Academic Year : 2nd Semester, AY 2018-2019

COURSE SYLLABUS FOR NGEC0423 (Mathematics in the Modern World) | Page 1 of 14

University Vision : A leading university in the Philippines recognized for its proactive contribution to Sustainable Development through equitable and
inclusive programs and services by 2030
(Nangungunang pamantasan sa Pilipinas na kinikilala sa maagap nap ag aambag sa Pagpapanatiling Pag-unlad sa pamamagitan ng mga karampatan
at pinagsamang program at serbisyo at sa taong 2030)

University Mission : To develop competitive graduates and empowered community members by providing relevant innovative and transformative
knowledge, research, extension and production programs and services through progressive enhancement of its human resource
capabilities and institutional mechanisms.
(Makalinang ng mga magsipagtapos na nakikipagtagisan at sa mga mamamayang pinalakas sa pamamagitan ng pagbibigay ng program at serbisyong
pangkaalaman, pananaliksik, ekstensyon at produksyon na may katuturan, makabago at transpormatibo gamit ang progresibong pagpapahusay ng mga
kawani at institusyunoal na mekanismo.)

Program Outcomes : (This largely depends on the program. There are program outcomes which are common to all programs in all types of HEIs, common to all programs in
the discipline, specific to the program and specialization and specific to the type of HEI)

PO-001 - Articulate and discuss the latest developments in the specific field of practice (PQF level 6 descriptor)
PO-002 - Effectively communicate orally and in writing using both English and Filipino
PO-003 - Work effectively and independently in multi-disciplinary and multicultural teams (PQF level 6 descriptor)
PO-004 - Act in recognition of professional, social, and ethical responsibility
PO-005 - Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722)
PO-006 - Participate in the generation of new knowledge or in research and development projects. (CMO 46, series of 2012)
PO-007 - Acquire the competencies to support “national, regional and local development plans. (RA 7722)
PO-008 - Articulate the rootedness of education in philosophical,socio-cultural,historical,psychological and political contexts.
PO-009 - Demonstrate mastery of subject matter/discipline.
PO-010 - Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
Environments.
PO-011 - Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
PO-012 - Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
PO-013 - Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
PO-014 - Practice professional and ethical teaching standards sensitive to the local, national, and global realities.

COURSE SYLLABUS FOR NGEC0423 (Mathematics in the Modern World) | Page 2 of 14

 PO-015 - Pursue lifelong learning for personal and professional growth through varied experiential and field- based opportunities.
PO-016 - Demonstrate in - depth understanding of the diversity of learners in various learning areas.
PO-017 - Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
PO-018 - Utilize appropriate assessment and evaluation tools to measure learning outcomes.
PO-019 - Manifest skills in communication, higher order thinking and used of tools and technology to accelerate learning and teaching.
PO-020 - Demonstrate positive attributes of a model teacher, both as an individual and as a professional.
PO-021 - Manifest a desire to continuously pursue personal and professional development.

Course Outcomes Program Outcomes

P PO PO PO
Upon completion of the course, the students PO- PO- PO- PO- PO- PO- PO- PO- PO- PO- PO- PO- PO- PO- O - -
PO- PO-
-
PO-
001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 020
should be able to : 018 019 021

Discuss the nature of mathematics

in terms of language, symbols,
CO-
notations and patterns and O P O O L P O
001
recognize its implications in the
world.
Use mathematical concepts and
CO- tools in areas such as in finance,
O P O O L P P L O
002 voting, logic, business, network
and system and data analysis.
Express appreciation for
CO- mathematics as a human endeavor
P O L L P O
003 and articulate its importance in
one’s life.
CO- Acquire critical, analytical, and
P O O L P L O
004 creative thinking
Reflect critically on shared concerns
CO- and think of innovative, creative
P O O L P O O L
005 solutions guided by ethical
standards.
CO- Solve worded problems (including
real world problems) P O O L P L O O
006

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Correlating Course Outcome and Program Outcome
(Lecture/Theory-Based Courses) (Health-Related/Shop/Laboratory Courses)
L Learned in the course I Introduce the skills in the course
P Practiced in the course P Practice skills in the course with supervision
O Not yet learned or practiced but there's an opportunity to exist D Demonstrate skills in the course without supervision

Course Outline and Learning Plan:

Course Learning Outcomes Methodology

Topic Textbook / (Teaching- Resources Assessment Time
Week Outcom
Knowledge Skills Attitude (Content) References Learning (Instructional Resources) (Tools and Tasks) Frame
e Code Activities)
Express pride Understand  BPSU  Laptop  Recitation/
and honor as the value of Code  Lecture/ Levelling and Sharing of 1/2
a student of the course for Discussi  LCD/LED Experiences hour
Week BPSU upon a full view of on Projector
1 knowing the the
Day 1 university’s communicati
vision, on process.  NGEC04
mission and 23
goals.
Week CO001, Identify and Explain Show Chapter I.  Mathema  LCD Projector  Individual 5 1/2
1–2 CO003, describe the the appreciation The Nature tics in the  Laptop / Report/Presentation hours
Day CO004, patterns in association to the of Modern Computer  Individual Reflection
1–4 CO005, our nature, of these mathematical Mathematic World by  Mathematics in the (i)short-response/essay
CO006 patterns to ideas and s. Aufmann Modern World by writings at the end of the
mathemati concepts and Day 1–2. ,  video- Quintos, R.T. et.al. class to one questions.
cal ideas their Patterns Richard,e watching: Examples of these
and usefulness and t.al. ( questions are: what new
concepts, Numbers in 1.Nature by ideas about mathematics
Nature and numbers did you learn?; what is it
the World 2.The magic about mathematics that
Days 3.The of Fibonacci might have changed your

COURSE SYLLABUS FOR NGEC0423 (Mathematics in the Modern World) | Page 4 of 14

 Fibonacci numbers thoughts about it?, and;
Sequence Arthur what is most useful about
Day 4. Benjamin; mathematics for
Mathematic 3.What is a humankind?
s of Our Golden (ii) PowerPoint
World Ratio) presentation of at most 8
pair- slides about patterns
sharing or around us
small group Scoring: Standards/Basis of
sharing, Grading for Individual
whole class Report Presentation
discussion
Explain the Perform Acknowledge Chapter II.  Mathema  Board  LCD Projector  Assignment/ Quiz
nature of operations that Mathematic tics in the Work  Laptop / (topics discussed)
mathematics on mathematical al Modern Individua Computer Scoring: Numerical
as a language mathemati is a useful Language World by l or small  Mathematics in the Scores
cal language. and Aufmann group Modern World by
expression Symbols. , exercises Quintos, R.T. et.al.
s correctly Day 5.The Richard,e
Language t.al.
of
CO001,
Week Mathematic
CO003,
3–6 s 10.5
CO004,
Day Day 6. hours
CO005,
5 – 11 Expressions
CO006
vs.
Sentences
Days 7-8.
Concepts of
Function
Days 9-11.
Some
Fundament
als of Logic

COURSE SYLLABUS FOR NGEC0423 (Mathematics in the Modern World) | Page 5 of 14

 Use different Write clear Organize Chapter III.  Mathema  Board  LCD Projector  Take Home
types of and logical one’s Problem tics in the Work  Laptop / Problem Sets
reasoning to proofs. methods and Solving and Modern Individua Computer (topics discussed)
justify Solve approaches Reasoning. World by l or small  Mathematics in the Scoring:
statements problems for proving Day 12. Aufmann group Modern World by Standards/Basis of
and involving and solving Inductive , exercises Quintos, R.T. et.al. Grading Problem
arguments patterns problems and Richard,e Solving
made about and Deductive t.al.
Week CO002,
mathematics recreationa Reasoning
6–8 CO004, 7.5
and l problems Days 13 –
Day CO005, hours
mathematical following 14. Problem
12–16 CO006
concepts Polya’s Solving
four steps with
Patterns
Days 15 –
16. Polya’s
Problem
Solving
Strategies
Week
 Written Examination
9 3
 MIDTERM EXAMINATION Scoring: Numerical
Day hours
Scores
17–18
Week CO002, Enumerate Use a Advocate the Chapter IV.  Mathem  Board  LCD Projector  Take Home 9
10–12 CO003, the steps in variety of use of Mathematic atics in Work  Laptop / Problem Sets hours
Day CO004, Hypothesis statistical statistical s as a Tool the Individua Computer (Hypothesis
19–24 CO005, Testing. tools to data in Day 19. Modern l or small  Mathematics in the Testing)
CO006 Determine process making Review on World group Modern World by Scoring:
the area and important Descriptive by exercises Quintos, R.T. et.al. Standards/Basis of
under the manage decisions Statistics Aufman Grading Problem
normal curve. numerical Day 20. n, Solving
data (S). Normal Richard,
Distributio et.al.
Use the n

COURSE SYLLABUS FOR NGEC0423 (Mathematics in the Modern World) | Page 6 of 14

 methods Day 21.
of linear Hypothesis
regression Testing
and Days 22 –
correlation 23.
s to predict Correlation
the value Day 24.
of a Regression
variable
given
condition
Chapter V.  Mathem  Board  LCD Projector  Assignment/Quiz
The atics in Work  Laptop / Scoring: Numerical
Mathematic the Individu Computer Scores
solve
Define basic Support the s of Finance Modern al or  Mathematics in the
problems
terms in the use Day 25. World small Modern World by
in the
areas of Mathematics Simple and by group Quintos, R.T. et.al..
areas of
business in various Compound Aufman exercises
business ,
financial aspects and Interest n,
simple and
CO002, mathematics endeavors in Day 26. Richard,
Week compound
CO003, Enumerate life. Credit et.al.
13–15 interest 9
CO004, the different connect Cards and
Day account, hours
CO005, components acquired Consumer
25–30 use of
CO006 of credit knowledge Loans
compound
cards. and skills Day 27 – 28.
interest
Differentiate with practical Stocks,
account,
stock, bonds problems in Bonds and
loan and
and mutual economic Mutual
consumer
funds practice Funds
credit,
Day 29 – 30.
Home
ownership
Week CO002, Apply Explain Appreciate Chapter VI.  Mathema  Board  LCD Projector  Assignment/Quiz 6
16–17 CO003, different the different Apportion tics in the Work  Laptop / Scoring: Numerical hours

COURSE SYLLABUS FOR NGEC0423 (Mathematics in the Modern World) | Page 7 of 14

 apportionme different methods and ment and Modern Individua Computer Scores
nt methods in voting procedures Voting World by l or small  Mathematics in the
problem system involving Day 31. Aufmann group Modern World by
solving apportionme Introductio , exercises Quintos, R.T. et.al.
nt and voting n to Richard,e
apportionm t.al.
CO004,
Day ent
CO005,
31–34 Day 32.
CO006
Introductio
n to Voting
Day 33 – 34.
Weighted
Voting
Systems
Week
 Written Examination
18 3
 FINAL EXAMINATION  Scoring: Numerical
Day hours
Scores
35–36

Readings and References:

Mathematics in the Modern World; Aufmann, Richard et.al.
Mathematics in the Modern World; Baltazar, Ethel Cecille and Ragasa, Carmelita
Mathematics in the Modern World; Quintos, Romeo Jr. T. et.al.St. Andrews Publishing House, 2019

Course Output (Performance Indicators)

Course Outcomes Course Major Output

Due Date
Upon completion of the course, the students should be able to : (Major Task Assessment Tool)

CO-001 Discuss the nature of mathematics in terms of Group Project Proposal for a quantitative study Project (by group) Week 18 day 36
language, symbols, notations and patterns and Project Proposal. Create a poster aimed at
recognize its implications in the world. You want the university to offer free shuttle recruiting student to join

COURSE SYLLABUS FOR NGEC0423 (Mathematics in the Modern World) | Page 8 of 14

 Use mathematical concepts and tools in areas
CO-002 such as in finance, voting, logic, business,
network and system and data analysis.
Express appreciation for mathematics as a
rides for students, faculty and staff from
CO-003 human endeavor and articulate its importance a club that promotes
strategic points outside the university in order
in one’s life. mathematics as an
to improve traffic flow in the campus. The
Critical, analytical, and creative thinking important tool in
CO-004 university president asks your team to present
everyday life.
hard data that will convince the administration.
Capacity to reflect critically on shared concerns Scoring: Standards/Basis
Prepare a proposal on how you will do the task.
CO-005 and think of innovative, creative solutions for Grading a
Scoring: Standards/Basis for Grading a
guided by ethical standards. Project/Output
Project/Output
Problem-solving (including real world
CO-006
problems)

Final Requirement (Final Task Assessment)

Grading System

Class Standing Percentage Midterm Final

Midterm Final Class Standing - 70% Class Standing - 70%
Written Examination (Quiz) 50% 50% Term Exam - 30% Term Exam - 30%
Oral Participation/ 25% 10% Final Rating
Boardwork/Attendance Midterm Grade (50%) + Final Grade (50%) = Final Rating
Assignment/Activities 25% 15%
Output 25%
TOTAL 100% 100%

Course Policies and Standards:

The following policies are to be observed and implemented inside the classroom by both the Professor and Students.
 Attendance and punctuality must be strictly observed.
 Maintain respect and discipline.
 Active participation in the discussion through sharing of ideas and experiences is encouraged.
 Observe tranquility so as to maintain an environment of focus learning.

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  Always check the shared folder/s for relevant readings.
 Be prompt in submitting reports and other requirements.
Rubrics
Standards/Basis for Grading to Use for Oral Participation/Board Work

0 – The student has a complete lack of understanding of the concept Student makes no attempt to use a strategy Student shows no understanding
1 – The student has limited understanding of a concept Student uses strategies that are ineffective Student attempts to show thinking skills
2 – The student understanding of the concept is evident Student uses appropriate strategies to arrive at a result Student shows thinking skills to arrive at the conclusion
3 – The student understanding of concept if clearly evident Student uses effective strategies to get accurate results Student uses logical thinking to arrive at the
conclusion

Standards/Basis for Grading to Use for Problem Solving

0 point – The student did not make any attempt to solve any of the problems in the problem set or prove any of the statements in the quiz.
1 point – The student attempted to solve 50% of the problems in the problem set or displayed logical reasoning 50% of the time in attempting to prove the statement/s in
the quiz.
2 points – The students attempted to solve all the problems in the problem set or displayed logical reasoning 75% of the time in attempting to prove the statement/s in
the quiz.
3 points – The student is able to completely solve 50% of the problems in the problem set or completed 75% of the proof/s in the quiz.
4 points – The student is able to completely solve 75% of the problem set or completed all the proof/s in the quiz.

Standards/Basis for Grading to Use for Individual Report

0 point – The student is unable to elicit the ideas and concepts from the readings and video indicating that s/he has not read the prescribed reading or watched the video.
1 point – The student is able to elicit the ideas and concepts from the reading and video but shows erroneous understanding of these.
2 points - The student is able to elicit the ideas and concepts from the reading and video but shows correct understanding of these.
3 points - The student not only elicit the ideas from the reading and video but shows evidence of internalizing these.
4 points – The student elicits the correct ideas from the readings and video, shows evidence of internalizing these and consistently contributes additional thoughts to the
Core Idea.

Standards/Basis for Grading to Use for Project/Output

Creativity/Originality
5 Points: Excellent
a. Project is unique, does not look like the others.
b. Shows creativity that works, it is not just weird but exciting and fresh.

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3 Points: Great start but needs work
a. Project is nice and works, but is not unique.
b. It has similar components as other presentations.
1 Point: Not "shaped" yet, still rough
a. Project appears forced, hard to follow.
b. Has too many parts that are strange and do not serve any purpose.
c. Tried to be creative but does not work.
Effort
5 Points: Excellent
a. The project clearly shows that much effort went into it.
b. Looks complete.
c. All the parts work as intended.
3 Points: Great start but needs work
a. The project looks like parts of it were thrown together at the last minute.
b. Looks mostly done, just needs some touch up here and there.
c. Some parts do not work as intended.
1 Point: Not "shaped" yet, still rough
a. The project looks as if it was put together in a hurry.
b. Still needs quite a bit of work, just doesn't look done.
c. Full of errors, parts don't work as intended.
Organization
5 Points: Clear and Compelling Direction
I've chosen an order that works well and makes the reader want to find out what's coming next.
a. My beginning gets attention and gives clues about what's coming next.
b. Every detail adds a little more to the main idea.
c. All my details are in the right place; everything fits like a puzzle.
d. I ended at a good spot and didn't drag on too long. I left with something to think about.
 3 Points: Some really smooth parts, others need work.
The order of my story/paper makes sense most of the time.
a. I have a beginning, but it really doesn't grab you or give you clues about what is coming.
b. Sometimes it is not clear how the details I have used connect to the main idea or story.
c. Some of my details are in the right spot, but some should come earlier or later.
d. I've lingered too long in some places, and sped through others.
e. I have a conclusion, it just isn't the way I want it yet. 

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1 Point: Not shaped yet
The order in my paper is jumbled and confused. I'm feeling dizzy!
1. There isn't really a beginning or ending to my presentation. It kind of just takes off.
2. I'm confused about how the details fit with the main idea.
3. My ideas seem scrambled, jumbled and disconnected. It's confusing.
4. Conclusion? Oops, I forgot.
Ideas/Content
5 Points: Focused, clear, and specific
My writing is full of the kinds of details that keep the reader's attention and show what is really important about my topic.
a. I know a lot about this topic, and when someone else reads it, they'll find out some new or little known information.
b. I made sure to show what was happening rather than tell.
c. I filled my paper with interesting tidbits that make reading it fun and lively.
d. I made sure my topic was small enough to handle and I stayed on topic the whole time.
3 Points: Some really good parts, some not there yet
The reader usually knows what I mean. Some parts will be better when I tell just a little more about what is important.
a. Some of the things I said are new, but other things everyone knows already.
b. Some details I have used are pretty general, like: "The car went far." or "Here are our graphs."
c. I think my topic might be too big and I got bogged down trying to tell a little about a lot instead of a lot about a little.
d. Sometimes I was very clear about what I meant, but at other times, it was still fuzzy.
1 Point: Just beginning to figure out what I want to say
When someone else reads my paper, it will be hard for them to understand what I mean or what it is all about.
a. I haven't shared much information. I guess I dont' know enough yet about this topic.
b. My details are so vague it is hard to picture anything.
c. I'm still thinking aloud on paper. I'm looking for a good idea.
d. Maybe I'll write about this, but then, maybe I'll write about that ...
Presentation
5 Points: Excellent (You did ALL the following very well!)
a. You made great facial expressions. You were fired up!
b. You made eye contact with people throughout your presentation and you kept eye contact with people for over a second.
c. You used your arms well by gesturing often.
d. You stood your ground. If you moved, you moved purposefully.
e. You altered the volume of your voice throughout your presentation.
f. You altered the speed of your words. You spoke quickly for inspiration and slowed down for emphasis.
 3 Points: Great start but needs work (You did three or four of the following very well!)
a. You made great facial expressions. You were fired up!

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 b. You made eye contact with people throughout your presentation and you kept eye contact with people for over a second.
c. You used your arms well by gesturing often.
d. You stood your ground. If you moved, you moved purposefully.
e. You altered the volume of your voice throughout your presentation.
f. You altered the speed of your words. You spoke quickly for inspiration and slowed down for emphasis.
1 Point: Not "shaped" yet, still rough (You only did one of the following well.)
a. You made great facial expressions. You were fired up!
b. You made eye contact with people throughout your presentation and you kept eye contact with people for over a second.
c. You used your arms well by gesturing often.
d. You stood your ground. If you moved, you moved purposefully.
e. You altered the volume of your voice throughout your presentation.
f. You altered the speed of your words. You spoke quickly for inspiration and slowed down for emphasis.

Prepared and Submitted by:

Faculty : JONATHAN A. ABAD

Email Address : jong.abad@yahoo.com
Contact Number : 09179007977
Consultation Hours : 1:30 to 3:30 everyday

Reviewed by:

JULITO L. SERRANO MARIBEL Q TOLENTINO CYNTHIA D. NUGUID

Cluster Member Cluster Member Cluster Member

Endorsed by: Recommending Approval: Approved:

COURSE SYLLABUS FOR NGEC0423 (Mathematics in the Modern World) | Page 13 of 14

ROMEO T. QUINTOS JR. NORAIDA G. BARDEMORILLA DR. GLENDA C. MAGNO
Cluster Chair, Mathematics Program Head, College of Education Dean, College of Education

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