Colegio de Dagupan

School of Engineering

MATHEMATIC IN THE MODERN WORLD (Preliminaries)

Course Title: Mathematics in the Modern World

No. of Units: 3 units

Course Description:

This course deals with nature of mathematics, appreciation of its practical, intellectual, and aesthetic dimensions, and application of mathematical tools in daily life.

The course begins with an introduction to the nature of mathematics as an exploration of patterns (in nature and the environment) and as an application of inductive and deductive reasoning. By
exploring these topics, students are encouraged to go beyond the typical understanding of mathematics as merely a set of formulas bus as a source of aesthetics in patterns of nature, for
example, and a rich language in itself (and of science) government by logic and reasoning.

The course then proceeds to survey ways in which mathematics provides a tool for understanding and dealing with various aspects of present-day living, such as managing personal finances,
making social choices, appreciating geometric designs, understanding codes used in data transmission and security, and dividing limited resources fairly. These aspects will provide opportunities
for actually doing mathematics, in a broad range of exercises that bring out the various dimensions of mathematics as a way of knowing, and test the students’ understanding and capacity. (CMO
No. 20, series of 2013)

Learning Outcomes

At the end of the course, the students would be able to:

Knowledge

1. Discuss and argue about the nature of mathematics, what it is, how it is expressed, represented, and used.
2. Use different types of reasoning to justify statements and arguments made about mathematics and mathematical concepts.
3. Discuss the language and symbols of mathematics.

Skills

1. Use a variety of statistical tools to process and manage numerical data;

2. Analyse codes and coding schemes used for identification, privacy, and security purposes;
3. Use mathematics in other areas such as finance, voting, health and medicine, business, environment, arts and design, and recreation.

Values

1. Appreciate the nature and uses of mathematics in everyday life.

2. Affirm honesty and integrity in the application of mathematics to various human endeavours.
COURSE OUTLINE

Section I – The Nature of Mathematics

I. Mathematics in our World

Core Idea: Mathematics is a useful way to think about nature and our world

II. Mathematical Language and Symbols

Core Idea: Like any language, mathematics has its own symbols, syntax and rules

III. Problem Solving and Reasoning

Core Idea: Mathematics is not just about numbers; much of it is problem solving and reasoning

Section II – Mathematics as a Tool

I. Data Management
Core Idea: Statistical tools derived from mathematics are useful in processing and managing numerical data in order to describe a phenomenon and predict values.

II. Mathematics in other fields

1. Geometric Designs
Core Idea: Geometry can help enhance one’s intrinsic prowess as well as enrich one’s own culture.

2. Codes
Core Idea: The utility of mathematics goes beyond the mundane. Mathematics enables the development of codes and ciphers that are useful to individuals and to society.

3. Linear Programming

4. The Mathematics of Finance

5. Apportionment and Voting

6. Logic

7. The mathematics of Graphs

8. Mathematical Systems

Number of Hours: 3 hours every week for 18 weeks or 54 hours in a semester

 MATHEMATICS IN THE MODERN WORLD Learning Plan

Learning Outcome Topic Methodology Resources Assessment

1. Identify patterns in Section 1. Nature of Mathematics Activities to do: Required: Evaluation Requirements:
nature and regularities (i) video-watching (i) Short-response/essay writing at the end of
I. Mathematics in our World (ii) pair-sharing or small group (1) Nature’s Numbers by Ian the class to one question. Examples of these
in the world (K) Schedule: Weeks 1-2 sharing Stewart or Mathematics in questions are: what new ideas did you learn?;
Number of Hours: 4 (iii) journal writing Nature: Modelling Patterns what is it about mathematics that might
2. Articulate the
importance of Core Idea: (iv) whole class discussion in the Natural World by John change your thoughts about it?, and; what is
mathematics in one’s Mathematics is a useful way to A. Adam or A Mathematical most useful about mathematics for
life (V) think about nature and our world. Questions to Pose: Nature Walk by John A. humankind?
3. Argue about the  Patterns and Numbers in (i) What is mathematics? Adam or any book of the
(ii) Where is mathematics? same level, intent and (ii) Two-to-three-page synthesis paper focusing
nature of Nature and the World on one of the following aspects of
mathematics, what it  The Fibonacci Sequence (iii) What role does mathematics approach.
play in your world? mathematics:
is, how it is expressed,  Mathematics helps organize
represented, and used patterns and regularities in (2) https://vimeo.com/9953368 (a) Mathematics helps organize patterns and
(K) the world. Some Ideas to elicit and encourage: regularities in the world.
4. Express appreciation  Mathematics helps predict (i) Many pattern and occurrences Recommended: (b) Mathematics helps predict the behaviour
for mathematics as a the behaviour of nature and exist in nature, in our world, in of nature and phenomena in the world.
human endeavour (V) phenomena in the world. our life. Mathematics helps (1) A Day’s Adventure in Math (c) Mathematics helps control nature and
 Mathematics helps control makes senses of these patterns Wonderland by Akiyama & occurrences in the world for our own
nature and occurrences in and occurrences. Ruiz ends.
the world for our own ends.
(ii) Mathematics is a tool to (2) The Number Devil by Standards/Basis for Grading to Use:
 Mathematics has numerous
quantify, organize, and control Enzensberger 0 point – The student is unable to elicit ideas and
applications in the world
our world, predict phenomena, concepts from the readings and video indicating
making it indispensable.
and make life easier for us. that s/he has not read the prescribed reading or
Caution: watched the video.
(i) This is not a Philosophy of Some ideas to discourage or 1 point – The student is able to elicit the ideas
Mathematics course; therefore, debunk or disprove: and concepts from the readings and video but
refrain from discussing at the (i) Mathematics is just for the shows erroneous understanding of these.
level of Eaves or the like. books, confined in the 2 points - The student is able to elicit the ideas
(ii) This is not simply a math classroom. and concepts from the readings and video and
appreciation course; therefore, (ii) Mathematics has no place in my shows correct understanding of these.
refrain from merely showing or life. 3 points – The student not only elicits the correct
telling the “beauty” or usefulness ideas from the readings and video but also shows
of mathematics alone. evidence of internalizing these.
4 points - The student elicits the correct ideas
from the readings and video, show evidence of
internalizing these, and consistently contributes
additional thoughts to the Core Idea.
 Learning Outcome Topic Methodology Resources Assessment
Section 1. Nature of Mathematics Activities to do: Required for Instructors: Evaluation Requirements:
5. Discuss the language,
(i) Individual or small group Jamison, R. E. (2000) Learning (i) Writing exercises sets
symbols, and II. Mathematical Language and exercise including games (see the Language of Mathematics. (ii) Quiz
conventions of Symbols exercise in The Language of Language and Learning across
mathematics (K) Schedule: Weeks 2-3 Standards/Basis for Grading to Use:
Mathematics from One Disciplines, 4(1), 45-44
Number of Hours: 3 Mathematical Cat, Please! By Use numerical scores.

6. Explain the nature of Core Idea: Carol Burns Fisher) Required for Students:
mathematics as a Like any language, mathematics (ii) Whole class discussions of the (i) The Language of
language (K) has its own symbols, syntax, and comparison between the Mathematics (from One
rules. English language and Mathematical Cat, Please! By
 Characteristics of mathematical Mathematical Language Carol Fisher Burns)
language: precise, concise, (iii) Compilation of mathematical (ii) The Language and Grammar
7. Perform operations on powerful symbols and notations and their of Mathematics
mathematical  Expressions vs. sentences meanings
expressions correctly  Conventions in the
(S) Some ideas to elicit and encourage:
mathematical language (i) Mathematics is a language in
 Four basic concepts: sets, itself. Hence, it is useful in
8. Acknowledge that functions, binary operations
mathematics is a communicating important ideas.
 Elementary logic: connectives, (ii) Mathematics as a language is
useful language (V) quantifiers, negation, variables clear and objective.
 Formality (iii) Language conventions are
Note: necessary in mathematics for it
This part of the course is intended to be understood by all.
to be light and easy. The intention Some ideas to discourage or
is to expose the students to the debunk or disprove:
world of mathematics as a language (i) Mathematics is not a language
in order that they may be able to but a useless set of formal rules
read and write mathematics texts and alien symbols.
and communicate ideas with (ii) Mathematics confuses the
precision and conciseness. communication of concepts and
ideas.
(iii) Mathematics is full of
unnecessary symbols, rules and
conventions.
 Learning Outcome Topic Methodology Resources Assessment
9. Use different types of Section 1. Nature of Mathematics Activities to do: Required: Evaluation Requirements:
reasoning to justify (i) reading and writing proofs Mathematical Exxursions (Ch. 1) (i) one take-home problem set
statements and III. Problem Solving and (ii) small-group problem solving by R. Aufmann et al (ii) quiz on proving using deductive or inductive
arguments made Reasoning (iii) whole class discussions of key What is Mathematics Really? reasoning
about mathematics Schedule: Weeks 3-4 problems and solutions (Ch. 4 & 5) by R. Hersh
Number of Hours: 5 Standards/Basis for Grading to Use:
and mathematical Some ideas to elicit and encourage: Recommended: 0 point – The students did not make any attempt
concepts (K) Core Idea: (i) Mathematics requires not only Mathematical Exxursions (Ch. 2) to solve any of the problems in the problem set or
10. Write clear and logical Mathematics is not just about facility with numbers but also by R. Aufmann et al prove any of the statements in the quiz.
proofs (K) numbers; much of it is problem the ability to critically think Mathematics, A Practical 1 point – The student attempted to solve 50% of
solving and reasoning. through situations, to reason Odyssey (Ch. 1) by Johnson & the problems in the problem set or displayed
11. Solve problems  Inductive and Deductive and argue logically and to Mowry logical reasoning 50% of the time in attempting to
involving patterns and Reasoning creatively solve problems. The Number Devil by prove the statement/s in the quiz.
recreational problems  Intuition, proof and certainty (ii) Mathematics is an active human Enzensberger 2 points – The student attempted to solve all the
following Polya’s four  Polya’s 4 steps in Problem endeavour. We can create the Professor Stewart’s Cabinet of problems in the problem set or displayed logical
steps (S) Soving mathematics we need to solve Mathematical Curiosities by Ian reasoning 75% of the time in attempting to prove
12. Organize one’s  Problem Solving Strategies problems. Stewart the statement/s in the quiz.
methods and  Mathematical Problem Solving (iii) Mathematics is for everyone Problem Solving Through 3 points – The student is able to completely solve
approaches for involving Patterns and anyone who cares to learn Recreational Mathematics by 50% of the problems in the problem set or
proving and solving  Recreational Problems using it. Averbach and Chein completed 75% of the proof/s in the quiz.
problems (V) mathematics. (iv) Mathematical problem solving 4 points – The student is able to completely solve
takes time. Solutions are not 75% of the problems in the problem set or
Caution: always apparent to the solver. completed all of the proof/s in the quiz.
(i) This is not a full-pledged (v) There may be more than one
problem-solving course; approach in solving
therefore refrain from giving mathematical problems.
problems that are beyond the
students’ abilities. Some ideas to discourage or
debunk or disprove:
(ii) While it seems more important (i) One only needs to learn
to be able to think through and numbers and fractions to be
attempt to solve problems, mathematically proficient.
there is a higher value in (ii) Mathematics is a spectator
actually completing solutions to sport. Mathematics is just out
problems. Hence, dissuade there to be discovered and
students from merely appreciated.
attempting to solve and (iii) Mathematics is only for the
encourage them instead to gifted.
complete their solutions. (iv) One is dumb if s/he cannot
(iii) Avoid giving problems that do solve a mathematical problem
not have known solutions. Such right away.
problems are not for this (v) There is only one way to solve
course. a mathematical problem.
 Learning Outcome Topic Methodology Resources Assessment
13. Use of variety of Section 2. Mathematics as a Tool Activities to do: Required: Evaluation requirements:
statistical tools to (Part 1) (i) Lectures Mathematical Excursions, 3rd (i) 1 quiz
process to process and (ii) work with appropriate computer Edition (International Edition) by (ii) 1 test
manage numerical Data Management statistical software Aufmann et al. (Ch. 13) (iii) 1 project proposal for a quantitative study to
data (S) Schedule: Weeks 5-8 (iii) class discussions be orally proposed
Number of Hours: 10 (iv) pseudo-proposal defense Recommended:
14. Use the methods of Mathematics, A Practical Sample Project Proposal
Core Idea: Examples of applications You want the university to offer free shuttle rides
linear regression and Statistical tools derived from Odyssey by Johnson & Mowry
correlations to predict 1. A brisk walk at 6.4 km/hr burns (Ch. 4) for students, faculty and staff from strategic
mathematics are useful in an average of 300 calories per points outside your university in order to improve
the value of a variable processing and managing numerical Math in Our World by SObecki,
given certain hour. If the standard deviation Bluman & Schirck-Matthews traffic flow in your campus. The university
data in order to describe a of the distribution is 8 calories, chancellor asks your team to present hard data
conditions (S) phenomenon and predict values. find the probability that a that will convince the administration. Prepare a
15. Advocate the use of  Data Gathering and Organizing person who walks 1 hour at the proposal on how you will do this task.
statistical data in Data; Representing Data using rate of 6.4 km/hr will burn the
making important graphs and charts; Interpreting Standard/Basis for Grading to Use:
given number of calories.
decisions (V) organized data. (i) Numerical scores for the quizzes, test and
Assume the variable is normally
 Measures of Central Tendency: distributed. problem sets.
 Measures of Dispersion: Range, (a) More than 280 calories (ii) Rubric for the project proposal
Standard Deviation and (b) Less than 293 calories
Variance Caution:
(c) Between 285 and 320 (i) Define the bounds of the project proposal to
 Measures of Relative Position: calories. ensure that the work required is
z-score, Percentiles, Quartiles (From: Sobecki et al., Math in our
commensurate to the hours allotted for this
and Box-and-Whisker Plots World) Interpret the result for each
number of calories.
section of the course.
 Probabilities and Normal
(ii) The oral proposal is not to be graded.
Distributions
2. Does good health relate to
 Linear Regression and
education? Below are the
Correlation: Least-Square Line,
figures for the Philippines:
Linear Correlation Coefficient
Immunization (measles, % of
Note: children age 12-23 months)
(i) Although the concepts and skills 2005…92
2006…92
appear to be the same as the 2007…92
Statistics taught at Junior and 2008…92
Senior High School, they are 2009…88
not. Hence, the intention is to 2010…80
build on the concepts and skills Primary Completion rate (total
learned prior to % of relevant age group)
2005…94
university/college, deepen what 2006…91
have been learned and 2007…91
highlight skills in interpreting 2008…92
statistical results. 2009…91
2010…no data
(ii) Exert efforts to use technology
Can you predict the primary
that are available to students.
completion rate for 2010?
 Learning Outcome Topic Methodology Resources Assessment
16. Apply geometric Section 3. Mathematics as a Tool Activities to do: Required: Evaluation Requirements:
concepts especially (Part 2) (i) small group or large class Geometry: Shapes, Patterns and (i) 1 problem set
isometries in sharing of various indigenous Design (A Chapter for the New (ii) 1 long test
describing and Time allocation for Topic 1 designs found in one’s home Editions of the Math 12 Textbook (iii) class exhibit of created or collected
creating designs (S) Schedule Weeks: 8-11 community for Ateneo de Manila University) indigenous designs.
Number of 10 Hours: 10 (ii) lectures by Vistro-Yu
17. Contribute to the (iii) written exercises Standards/Basis for Grading to Use.
enrichment of the Time allocation for Topic 2 Recommended: (i) numerical scores for problem set and long test
Filipino culture and Schedule Weeks: 11-14 Palaspas by Nochesada (ii) rubric for the class exhibit
arts using concepts in Number of 10 Hours: 10 (iii) peer evaluation for the class exhibit
geometry (V);
Time allocation for Topic 3 Caution:
Schedule Weeks: 15-18 The content material may prove to be a challenge
Number of 10 Hours: 12 to many students hence there should be few
assessment activities.
I. Geometric Designs

Core Idea: Geometry can help

enhance one’s artistic prowess as
well as enrich one’s culture.

 Recognizing and Analyzing

geometric shapes
 Transformations
 Patterns and Diagrams
 Design, Arts, & Culture

18. Use coding schemes to II. Codes Activities to do: Required: Evaluation requirements:
encode and decode (i) role playing (i) For All Practical Purposes, (i) 3 quizzes
different types of Cored Idea: (ii) lectures Introduction to Contemporary (ii) 1 long test
information for The utility of mathematics goes (iii) written exercises Mathematics (2nd Ed.) by COMAP
identification, privacy, beyond mundane. Mathematics (iv) computer exercises Inc. Standards for Grading Use:
and security purposes enables the development of codes (ii) A Student’s Guide to Coding Numerical Scores
(S) and ciphers that are useful to and Information Theory by
19. Exemplify honesty and individuals and to society. Moser and Chen
integrity when using  Binary Codes
codes for security  Integers in computers Recommended:
purposes (V)  Logic and computer addition http://www.exploratorium.edu/r
 Text Data onh/secret/secret.html
 Errors and error correction
 Error detecting
 Repetition and Hamming Codes
 Learning Outcome Topic Methodology Resources Assessment
20. Use mathematical III. Linear Programming Activities: Johnson & Mowry, Chapter 12 Evaluation Requirements:
concepts and tools in  Linear Inequalities (i) lectures (i) 1 problem set
other areas such as in  Geometry of Linear (ii) role playing (ii) an integrating project
finance, voting, logic, Programming (iii) written exercises
business, networks  Simplex Method Sample Integrating Project (by groups)
and systems (S) Create a poster aimed at recruiting students to
21. Support the use of IV. Mathematics of Finance Aufmann et al., Chapter 11 join a club that promotes mathematics as an
mathematics in  Simple and Compound Interest important tool in everyday life.
various aspects and  Credit Cards and Consumer
endeavors in life (V) Loans Standards/Basis for Grading Use.
 Stocks, Bonds and Mutual (i) Numerical scores for problem sets
Funds (ii) Rubrics for the project
 Home ownership
V. Apportionment and Voting Aufmann et al., Chapter 4
 Introduction to apportionment
 Introduction to Voting
 Weighted Voting Systems

VI. Logic Aufmann et al., Chapter 3

 Logic Statements and
quantifiers
 Truth tables and Tautologies
 Conditional, Biconditional and
related statements
 Symbolic Arguments
 Arguments Euler diagrams
VII. The Mathematics of Graphs Aufmann et al., Chapter 5
 Graph and Euler circuits
 Weighted graphs
 Euler’s formula
 Graph coloring

VIII. Mathematical Systems Aufmann et al., Chapter 8

 Modular Arithmetic
 Applications
 Group Theory
MATHEMATICS IN THE MODERN WORLD Course Map

GE Learning Outcomes Mathematics in the Modern World

Knowledge (intellectual Competencies)
1. Analyze “texts” (written, visual, oral, etc.) critically O
2. Demonstrate proficient and effective communication (writing, speaking, and use of O
new technologies)
3. Use basic concepts across the domains of knowledge L
4. Demonstrate critical, analytical and creative thinking. L
5. Apply different analytical modes in problem solving P
Values (Personal and Civic Responsibilities)
1. Appreciate the complexity of the human condition L
2. Interpret the human experience from various perspectives O
3. Examine the contemporary world from both Philippines and global perspectives O
4. Take responsibility for knowing and being Filipino O
5. Reflect critically on shared concerns O
6. Generate innovative practices and solutions guided by ethical standards P
7. Make decisions based on moral norms and imperatives O
8. Appreciate various art forms O
9. Contribute to aesthetics L
10. Advocate respect for human rights O
11. Contribute personally and meaningfully to the country’s development. P
Skills (Practical Skills)
1. Work effectively in group O
2. Apply computing tools to process information effectively P
3. Use current technology to assist and facilitate learning and research P
4. Negotiate the world of technology responsibly P
5. Create solutions to problems in various fields P
6. Manage one’s knowledge, skills, and values for responsible and productive living P
7. Organize one’s self for life-long learning L

L = Learned

P = Practiced

O = Opportunity to Learn
MATHEMATICS IN THE MODERN WORLD Additional Course Map

GE Learning Outcomes Mathematics in the Learning Outcomes

Modern World Mathematics in the Modern Worlds
Knowledge (intellectual Competencies)
1. Analyze “texts” (written, visual, oral, etc.) critically O
2. Demonstrate proficient and effective communication (writing, speaking, and use O
of new technologies)
3. Use basic concepts across the domains of knowledge L  Discuss the language, symbols, and
conventions of mathematics
4. Demonstrate critical, analytical and creative thinking. L  Identify patterns in nature and
regularities in the world
 Argue about the nature of mathematics,
what it is, how it is expressed,
represented, and used
 Explain the nature of mathematics as a
language
 Write clear and logical proofs
5. Apply different analytical modes in problem solving P  Use different types of reasoning to justify
statements and arguments made about
mathematics and mathematical concepts
Values (Personal and Civic Responsibilities)L
1. Appreciate the complexity of the human condition L  Articulate the importance of mathematics
in one’s life
 Express appreciation for mathematics as
a human endeavor
 Acknowledge that mathematics is a
useful language
 Support the use of mathematics in
various aspects and endeavors in life
2. Interpret the human experience from various perspectives O
3. Examine the contemporary world from both Philippines and global perspectives O
4. Take responsibility for knowing and being Filipino O
5. Reflect critically on shared concerns O
6. Generate innovative practices and solutions guided by ethical standards P  Organize one’s methods and approaches
for proving and solving problems
 Exemplify honesty and integrity when
using codes for security purposes
7. Make decisions based on moral norms and imperatives O
8. Appreciate various art forms O
 9. Contribute to aesthetics L  Contribute to the enrichment of the
Filipino culture and arts using concepts
in geometry
10. Advocate respect for human rights O
11. Contribute personally and meaningfully to the country’s development. P  Advocate the use of statistical data in
making important decisions
Skills (Practical Skills)
1. Work effectively in group O
2. Apply computing tools to process information effectively P  Use of variety of statistical tools to
process to process and manage
numerical data
 Use the methods of linear regression and
correlations to predict the value of a
variable given certain conditions
3. Use current technology to assist and facilitate learning and research P  Apply geometric concepts especially
isometries in describing and creating
designs
4. Negotiate the world of technology responsibly P  Use coding schemes to encode and
decode different types of information for
identification, privacy, and security
purposes
5. Create solutions to problems in various fields P  Solve problems involving patterns and
recreational problems following Polya’s
four steps
6. Manage one’s knowledge, skills, and values for responsible and productive living P  Use mathematical concepts and tools in
other areas such as in finance, voting,
logic, business, networks and systems
7. Organize one’s self for life-long learning L  Perform operations on mathematical
expressions correctly

L = Learned

P = Practiced

O = Opportunity to Learn