COURSE SYLLABUS

Course Name Problem Solving, Mathematical Investigations and Modelling

Course Credits 3 units
Course The course aims to provide future secondary teachers with a holistic experience of mathematical problem
Description solving and investigations. Students of this course will go through the experience of formulating and posing
problems and actual solving of both routine and non-routine mathematical problems. This will enable future
teachers to guide and assist students to develop their problem solving abilities.
Contact 54 Hours
Hours/week
Prerequisite None
1. Explain the different concepts of Problem Solving.
2. Apply the principles and strategies to express relationships between mathematical ideas and real world
problems.
Couse 3. Flexible in using different strategies and concepts in Problem Solving in mathematics.
Outcomes 4. Appreciate the widening applicability of problem solving in daily activities.
5. Develop critical, analytical and logical reasoning skills.
6. Sketch and analyze graphs in Problem Solving.
7. Perform mathematical computations, strategies as demonstrated in the classroom.

COURSE CONTENT:

Time Desired Learning Course Content/Subject Teaching and Assessment Evaluation Resource
Table Outcomes Matter Learning Task/Student Tool Materials
(No. of Activities Output
Hours) (Methodology)

Discuss the Classroom Management Interactive Course outline

1 importance of a well- and Administration discussion of seen and Student
managed and classroom rules signed by Handbook
organized classroom and expectations student
environment that is
conducive to
learning.
Define Problem I. PROBLEM SOLVING
Solving. Lecture Quiz Must attain Hatfield,
A. Complexity of Discussion at least Mary, et.al,
 Discuss the Problem Solving Recitation 60% Mathematics
3 complexity of Exercises/drills passing Methods foe
Problem Solving 1. As an Group Work rate Elementary
Educational Problem Sets and Middle
Discuss Problem Method Rubrics for Scoring School
Solving in 2. As a Broad Definition Demonstration problems rubric Teachers, 5th
Mathematics as 3. As an solving ed. John
A. an Educational Environment In Models / Wiley and
Method and of Itself Manipulative Sons, Inc,
B. a Broad Definition USA, 2005
2 C. an Environment In
and Of Itself Heddens,
James W.
Discuss the common et.al. Today’s
methods of B. Methods of Mathematics
Interpreting Problem Problem Solving Concepts,
1. as a Goal
2. as a Process

Time Desired Learning Course Content/Subject Teaching and Assessment Evaluation Resource
Table Outcomes Matter Learning Task/Student Tool Materials
(No. of Activities Output
Hours) (Methodology)

3 Solving 3. as a Skill Classroom

Methods and
C. Kinds of Problem Understandin
Discuss the kinds of Solving g Activities.
Problem Solving 1. Open Ended John Wiley
Questions and Sons,
Apply the three 2. Discovery Questions Inc., USA,
3 approaches in 3. Guided 2006
teaching problem Discovery
solving Questions

Discuss the different D. Problem Solving

problem solving Strategies
 strategies. 1. Acting out the
problem
3 Apply the different 2. Estimation and
problem solving Check
strategies 3. Looking for Pattern
4. Drawing Pictures,
Use appropriate Graphs and Tables
teaching strategies in 5. Modeling
2 Problem Solving 6. Analyzing
Apply the Formulas and
fundamental identity Writing Equations
in solving identity 7. Working Backward
problems. 8. Draw a Diagram
9. Simplifying
the Problem
1 PRELIMINARY EXAMINATION
 Define Heuristics II. Heuristics Strategies
Strategy Lecture Quiz Must attain Hatfield, Mary,
3 Examine Heuristics Discussion Recitation at least et.al,
Strategies for Group Work 60% Mathematics
Problem Solving Exercises/drills Rubrics for passing Methods foe
Elementary
Solve Problems using problems rate
and Middle
Heuristic Strategies Problem Sets solving School
III. Mathematical Symbols Scoring Teachers, 5th
Identify the Demonstration rubric ed. John
Mathematical Wiley and
3 Symbols Models / Sons, Inc,
Translate Algebraic Manipulative USA, 2005
Phrase to English
Phrase and vice-
versa IV. Polya’s Step in Problem
Solving
Solve Problems using
Polya’s Steps in
2 Problem Solving
Follow the steps in
Polya’s Process in V. Cases: Routine and Non
Problem Solving Routine Problems

Differentiate Routine
and Non-Routine
Problem Quiz
Solve Routine and
 3 Non-Routine Recitation
Problems using the
appropriate Problem Group Work/
Solving Strategies Group
Project Heddens,
James W.
et.al. Today’s
Define Pigeon Hole Rubrics for Must attain Mathematics
Principle problems at least Concepts,
Illustrate Pigeon Hole solving 60% of the Classroom
Principle in Problem VI. Pigeonhole Principle total score Methods and
Solving in Understanding
3 mathematics Activities.
Apply the principle in John Wiley
a real life situation and Sons,
Inc., USA,
2006
Define Problem
Posing.
Demonstrate
Problem Posing VII. Problem Posing
Strategies.
3 Pose problems based
on pictures taken
(Photograph Math).

1 MIDTERM EXAMINATION
VII. Mathematical
Define mathematical Investigations Lecture Must attain Green,
2 investigations A. Definition of Discussion Quiz at least Walley.

Time Desired Learning Course Content/Subject Teaching and Assessment Evaluation Resource
Table Outcomes Matter Learning Task/Student Tool Materials
(No. of Activities Output
Hours) (Methodology)
 Mathematical 60% of the Mathematical
Identify the Investigations Exercises/drills Exercises/Drills total score Adventurers
importance of math for Teachers
investigations in the B. Why Math Problem Sets Lesson Scoring and
3 mathematics Investigations in the Presentation Rubric Students.
curriculum Curriculum? Demonstration UPNISMED,
Learning Paper 2003
C. Characteristics of Models /
Identify the steps of Mathematical Manipulative
mathematical Investigations Exercises/Drills
3 investigations
Determine the D. Steps in Mathematical
different steps of investigations
mathematical Must attain
investigation at least
60% of the
Write a report of the Lecture total score
3 investigation E. Reporting Discussion
conducted Mathematical
Identify the criteria in Investigations
assessing math F. Assessing
investigation Mathematical Green,
Determine the Investigations Walley.
components to be Mathematical
2 assessed in a math Adventurers
investigation for Teachers
Construct a scoring and
rubric for math Students.

Time Desired Learning Course Content/Subject Teaching and Assessment Evaluation Resource
Table Outcomes Matter Learning Task/Student Tool Materials
(No. of Activities Output
Hours) (Methodology)
 investigation. VIII. Conducting UPNISMED,
Mathematical 2003
Conduct a math Investigations
investigatory A. Number and
activities on at least Operations Group
4 one of the following B. Patterns, Functions, Presentation/Les Quiz
topics: and Algebra son Portfolio
A. Number and C. Geometry and Demonstration
Operations Measurement (with power point
B. Patterns, presentation)
Functions, and
Algebra
C. Geometry and
Measurement

1 FINAL EXAMINATION

Suggested Readings
and References Hatfield, Mary, et.al, Mathematics Methods for Elementary and Middle School Teachers, 5 th ed.
John Wiley and Sons, Inc, USA, 2005

Heddens, James W. et.al. Today’s Mathematics

Concepts,

Classroom Methods and Understandin g Activities.

John Wiley and Sons, Inc., USA, 2006

Mathematical Adventurers for Teachers and Students.

UPNISMED, 2003

Course Prelim
Requirements/Termina Midterm
l Assessment Final
Problem set
Grading System
Classroom Policies
Prepared By: Reviewed By: Approved By: