Republic of the Philippines

Zamboanga Peninsula Polytechnic State University

GRADUATE SCHOOL
R.T. Lim Boulevard, Baliwasan, Zamboanga City

Vision: A world-class Mission: Produce globally competent Goals: Develop and sustain the cultures Core Values:
polytechnic university human capital and research of innovation, collaboration, 1. Love of God and Country
innovations for quality lives. responsiveness and excellence. 2. Social Responsibility
3. Commitment/Dedication to the service
4. Accountability

COURSE SYLLABUS IN EMERGING PEDAGOGICAL PRACTICES IN MATHEMATICS

________ Semester, Academic Year: ___________

Graduate School Goal:

The Graduate School shall be the center of human resource development in the fields of Education, Science, and Technology.

PROGRAM OUTCOMES (PO) CMO 15, S. 2019 Article III Sec. 6 aligned with PQF Level 7
Graduates shall…
1. Demonstrate advanced knowledge and skills in pedagogical practices in math for professional practice;
2. Demonstrate a higher order level of skill in the analysis, critical assessment, application, and communication of knowledge in the field of
education.
3. Apply knowledge and skills in the field in more innovative and adaptable ways in new contexts, and address challenging problems in the field in
ways that require rigorous thinking and independent work.
4. Conduct self-directed research, professional, or creative work in educational setting.

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Master of Arts in Education major in Mathematics
 Course Description:
1. Course Code : MMS 209 This course focuses on modern teaching approaches and strategies.
2. Course Title : Emerging Pedagogical Mathematics that is learner-centered and research-based. This is
Practices in Mathematics grounded on the Conceptual Framework of Math K-12 Education. It aims
3. Pre-requisite : NONE to provide students with the information and skills necessary to design
4. Credit : 3 UNITS appropriate learning activities and create ICT-driven instructional materials
to organize lessons and practice microteaching.
5. Schedule : ______________________

Course Learning Outcomes and its Relationship to Program Outcomes:

PROGRAM OUTCOMES
COURSE LEARNING OUTCOMES (CLO) (PO)

At the end of the semester, the graduate student is expected to: 1 2 3 4

1. Demonstrate a stronger understanding of the principles and practices in teaching mathematics using various
/
demonstrative teaching approaches; / /
2. Display competency in developing, building, implementing, and managing classroom structures and various /
/ /
instructional strategies tailored to learners' needs and the available physical learning environment;.
3. Demonstrate pedagogical content and technology skills in mathematics to implement instructional strategies
that develop 21st century skills and enhance literacy and numeracy through the use of diverse and appropriate
/ / /
mathematical tools and software.

4. Exhibit a good approach towards learning by participating in all exploratory and expository activities in Math
classrooms. / /

Course Content

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Master of Arts in Education major in Mathematics
 Suggested Outcome-Based Evidence of
Course Readings Activities (OBA) Outcomes
Time Intended Learning Outcomes
Learning Topics (Research- (Teaching & (Assessment of
Frame (ILO)
Outcomes Based Learning Learning
Resources) Activities) Outcomes)
1st – 2nd At the end of the lesson, the students I. - Conceptual Framework of Anderson, L. W. &
week should be able to: Math Education Krathwohl, D.R. (Eds.) Interactive Discussion Oral Response
(2001). A taxonomy
for learning, teaching
1. Discuss how critical thinking skills is A. Goals in Mathematics
CLO 1 and assessing: A
developed in Mathematics teaching. Education revision of Bloom’s Cooperative Learning Short Quiz: Select-
2. Discuss how problem-based taxonomy of Activity: Recall, Response Type
CLO 2
strategy enhances learning B. Critical Thinking Skills educational Summarizing,
CLO 3 Mathematics objectives. (Abridge Questioning, Reflection paper
3. Distinguish the key features of C. Problem Solving and edition) New York: Comment (RSQC)
CLO 4 problem-Solving and Problem Problem Based Strategy Longman. Filled out graphic
organizer (Venn
Solving-Based strategy
CLO 5 Diagram

3rd – 4th At the end of the lesson, the students II. Underlying Principles and Anderson, L. W. & Interactive Discussion
week should be able to: strategies Krathwohl, D.R. (Eds.) Filled out graphic
(2001). A taxonomy organizer (Venn
A. Constructivism in for learning, teaching Diagram
CLO 1 1. describe how constructivism as a Mathematics Education and assessing: A Cooperative Learning
strategy works in the teaching of revision of Bloom’s Activity: Recall, Reflective Journal
CLO 2 Mathematics B. Teaching for taxonomy of Summarizing,
Understanding in educational Questioning,
CLO 3 2. Describe how teaching for Mathematics Teaching objectives. (Abridge Comment (RSQC
understanding can be used in edition) New York:
CLO 4 mathematics teaching. C. Various constructivism Longman.
strategies in Teaching
CLO 5 Mathematics Arends, R.I. (2011).
3. Describe how other
Learning to teach
constructivism strategies can
(9th Ed.). Boston,
improve teaching and enhance
MA: McGraw Hill.
learning in Mathematics

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Master of Arts in Education major in Mathematics
5th – 12th At the end of the lesson, the students III. Understanding
week should be able to: Cooperative Learning Interactive Discussion Power point
Structures (CLS) presentation

CLO 1 1. identify different cooperative A. Reflective Teaching Concept presentation Reflective Journal
learning strategies (CLS) used 1. Reflective Teaching
CLO 2 in Mathematics teaching and and its significance
learning 2. Different Critical
CLO 3 Reflection
2. define what is reflective Techniques
CLO 4 teaching  Reflective Journal
Writing
CLO 5  Learning Log
3. describe the significance of
 Learning Journal
reflective teaching
B. Inquiry-based teaching
4. identify the different critical 1. The 5 E’s Model
reflection techniques that
can be utilized in C. Flipping the Classroom
Mathematics teaching and 1. Blended Learning
learning Instruction
5. Identify the components of
D. Integrating ICT in
5E’s teaching model
Mathematics Education

6. describe how 5E’s model is 1. Asynchronous

appropriate in Mathematics Communication
teaching and learning System (Wikis and
Blogs)
7. Discuss what is blended 2. Synchronous
classroom learning Communication
System (Instant
8. discuss how blended Messaging, Twitter,
classroom instruction can be FB and Instagram)
effective in teaching and 3. Other digital tools
learning Mathematics

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Master of Arts in Education major in Mathematics
 9. identify the different types of
Asynchronous
Communication System

10. discuss how Asynchronous

Communication System
facilitate learning in
Mathematics teaching

11. identify the different types

of Synchronous
Communication System

12. discuss how Synchronous

Communication System
facilitate learning in
Mathematics teaching
13th to 15th CLO 3 At the end of the week, the students
week CLO 5 should be able to:
Research –based Write shop by Critique paper
To examine critically the given Research –based article articles related to critically reviewing the
research-based articles related to critiquing emerging pedagogy articles
emerging pedagogy practices in math practices in math

14th to 18th CLO 3 At the end of the week, the students

week should be able to:
CLO 5 Concept paper Presentation of Concept paper related
Present their concept paper related Concept paper related to prepared by the Concept paper related to emerging pedagogy
to emerging pedagogy practices in emerging pedagogy practices students to emerging pedagogy practices in math
math. in math. practices in math.

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Master of Arts in Education major in Mathematics
Course Evaluation: reflection paper , published article critiquing, and concept paper.

Course Requirements: Attendance, written activities, and concept paper

Grading Scheme:
NO CRITERIA PERCENTAGE (%)
.
1 written activities (reflection paper) 20
2 Research critiquing 30
3. Concept paper 50
Total 100%

Course Policies:
1. Assigned readings must be promptly complied.

2. No special takes for short quizzes for invalid justifications.

3. A special evaluation schedule may be taken into consideration provided the student presents a valid written communication.

4. If a student missed a group activity for being absent, he or she will be allowed to join a group if one will be accepted by the chosen
group.

5. If a student missed an individual/group presentation, the teacher will immediately take the part of the student for the purpose of
compliance in the expected coverage of discussions.

6. Any late or plagiarized requirements shall merit corresponding point deductions or is subject to proper sanctions.

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Master of Arts in Education major in Mathematics
 7. Cheating is strictly prohibited

Suggested References

Anderson, L. W. & Krathwohl, D.R. (Eds.) (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. (Abridge edition) New
York: Longman.

Arends, R.I. (2011). Learning to teach (9th Ed.). Boston, MA: McGraw Hill.

Atkins, A.T. (2010). Collaborating online: Digital strategies for group work. Retrieved January 15, 2012, from http://wac.colostate.edu/books/writingspaces1/atkins--collaborating-
online.pdf

Bean, J.C. (2011). Engaging ideas: The professor’s guide to integrating writing, critical thinking and active learning in the classroom (2nd Ed.). San Francisco: John Wiley and Sons.

Prepared: Reviewed: Reviewed: Conformed:

MA. LORRAINE A. PEREZ ROLANDO MALALAY Ph.D JUDITH M. MAGHANOY, Ph.D ELIZABETH JANE P. SEBASTIAN, Ed.D
Faculty Program Chair, MAED-MATH Associate Dean, Graduate School Dean, Graduate School
Date: Date: Date: Date:

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Master of Arts in Education major in Mathematics