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 Demonstration problems rubric Teachers, 5th
Mathematics as Definition solving ed. John
A. an Educational 3. As an Models /
Wiley and
Method Environment In Manipulative
Sons, Inc,
2 B. a Broad and of Itself USA, 2005
Definition
C. an Environment In Heddens,
and Of Itself James W.
et.al. Today’s
Discuss the common Mathematics
methods of B. Methods of Concepts,
Interpreting Problem Problem Solving
4. as a Goal
5. 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 John Wiley
Ended and Sons,
Apply the three Questions Inc., USA,
3 approaches in 2. Discovery 2006
teaching problem Questions
solving 3. Guided
Discovery
Discuss the different Questions
problem solving
D. Problem Solving
Strategies
 strategies. 1. Acting out
3 the problem
Apply the different 2. Estimation and
problem solving Check
strategies 3. Looking for
Pattern
Use appropriate 4. Drawing Pictures,
2 teaching strategies in Graphs and Tables
Problem Solving 5. Modeling
Apply the 6. Analyzing
fundamental identity Formulas and
in solving identity Writing Equations
problems. 7. Working
Backward
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,
Mathematics
Strategies for Group Work 60% Methods foe
Problem Solving Exercises/drills Rubrics for passing Elementary
Solve Problems using problems rate and Middle
Heuristic Strategies Problem Sets solving School
III. Mathematical Symbols Scoring Teachers, 5th
rubric ed. John
Identify the Demonstration Wiley and
Mathematical Sons, Inc,
3
Symbols Models / USA, 2005
Translate Algebraic Manipulative
Phrase to English
Phrase and vice-
IV. Polya’s Step in Problem
versa
Solving
Solve Problems using
2 Polya’s Steps in
Problem Solving
Follow the steps in V. Cases: Routine and Non
Polya’s Process in Routine Problems
Problem Solving

Differentiate Routine
and Non-Routine Quiz
Problem
Solve Routine and
 3 Non-Routine Recitation
Problems using the
appropriate Problem Group Work/
Solving Strategies Group
Heddens,
Project 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
VI. Pigeonhole Principle total score Methods and
Principle in Problem Understanding
Solving in Activities.
3 mathematics John Wiley
Apply the principle in and Sons,
a real life situation Inc., USA,
2006
Define Problem
Posing.
Demonstrate VII. Problem Posing
Problem Posing
3 Strategies.
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 2003
C. Characteristics of Models / Paper
Identify the steps of Mathematical Manipulative
mathematical Investigations
3 investigations Exercises/
Determine the D. Steps in Mathematical Drills
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
Green,
investigation Mathematical
Walley.
Determine the Investigations Mathematical
2 components to be Adventurers
assessed in a math for Teachers
investigation and
Construct a scoring Students.
rubric for math

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, Presentation/Les Quiz
topics: Functions, and son Portfolio
A. Number and Algebra Demonstration
Operations C. Geometry and (with power point
B. Patterns, Measurement 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, 5th 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: