SUMMARY OF COURSE INFORMATION

1. Name of Course Mathematical Reasoning

/Module Penaakulan Matematik

2. Course Code MTES3023

3. Name(s) of
Academic Staff Nik Noralhuda binti Nik Mohamed

4. Rasionale for
Inclusion of Course This course is offered to enable students to master mathematical reasoning and apply it to
in the Programme justify various mathematical procedures and develop rational understanding.

5. Semester and Year Semester 1 Tahun 1

Offered

6. Total Student Total Guided and Independent

Learning Time Face-to-face Non Face-to-face Learning Hours
(SLT)

L = Lecture K T A P K T A P
T =Tutorial
P= 125
Practical 30 15 3 - 30 30 17 -
A= Assessment

7. Credit Value 3

8. Prerequisite (if any) None

9. Course Learning At the end of this course students will be able to :

Outcomes (CLO)
1. Explain three types of mathematical reasoning based in suitable examoles (C2, A3,
PLO1)

2. Solve non-routine problems via mathematical reasoning. (C3, A5, PLO1, PLO3, CTPS3)

3. Justify mathematial procedures via mathematical reasoning in the areas of Numbers and
Operations, Measurement and Geometry as well as Statistics. (C5, A4, PLO1, PLO3,
CTPS5)

4. Construct relational understanding via methmatical reasoning in the areas of Numbers

and Operations, Measurement and Geometry as well as Statistics. (C5, A4, PLO1, PLO3,
CTPS5)

LEARNING TAXONOMIES
COGNITIVE DOMAIN PSYCHOMOTOR AFFECTIVE DOMAIN
(Characteriation)Internalising valus
Complex overt response
Guided respons
Understanding
Remembering

Mechanism

Origination

Organising
Resonding
Evaluating

Adaptation

Receiving
Percetion
Analysing
Applying

Creating

Valuing
Set

CLO

C C C C C C P P P P P P P A A A A A
1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5
1 x x

2 x x

3 x x

4 x x

10. Transferable Skills Critical thinking and problem solving skills (CTPS5)
Leadership skills (LS2)

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11. Teaching-learning
and Assessment Teaching and learning strategic:
Strategies
Lecture, discussion, presentation, pair work and group activity

Strategi Pentaksiran:
The achievement of students in this course is determined through two forms of assesment,
that is, examination (40%) and coursework (60%).

Programme Learning Teaching and learning

Assessment types
Outcome (PLO) strategies
Lecture, discussion,
Written test
PLO1 – Knowledge presentation, pair work and
Quiz 1 and 2
group activity
Written test
PLO3 – Saintific, critical thinking Discussion, presentaion,
Quiz 1 and 2
and problem solving skills problem solving activity
Report writing

Group problem solving

PLO9 – Leadership skills Report writing
activity

12. Synopsis This course encompases the topics on mathematical reasoning, mathematical problem solving,
application of reasoning in Number and Operations, application of reasoning in Measurement and
Geometry as well as application of reasoning in Statistics.

Kursus ini merangkum menaakul secara matematik , penyelesaian masalah matematik, aplikasi
penaakulan dalam Nombor dan Operasi, aplikasi penaakulan dalam Sukatan dan Geometry serta
aplikasi penaakulan dalam statistik.

13. Mode of Delivery Lecture and tutorial

14. Assessment Final Examination : 40%

Methods and Types Coursework : 60%

Types of
Methods of Assessment Percentage
Assessment
Written Final Examination 40

Quiz 1 to assess CLO1 – Topic 1 (30 min)

Coursework 10

Quiz 2 to assess CLO2 – Topic 2 (30 min) 10

Report writing (1500 words) to assess CLO3 and CLO4 –involving
practical experience in proving formulae related to Topic 3, 4 and 5.
40
Face-to-Face Interaction

Content Outline of the Course and the Student

Total

15. Learning Time for Each Topic

Non Face-to-Face
Interaction

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 Practical

Lecture

Tutorial

Practical
Lecture
Tutorial

Assessment

Assessment
1. Mathematical Reasoning
 Mathematical language for mathematical
reasoning
- Using symbols and notations to explain
mathematical reasoning
 Types of reasoning
- Representational reasoning
- Various forms of representations in
mathematics
- Using representations to reason in
mathematics
- Using representational reasoning to
prove conjectures
- Inductive Reasoning
- The nature of inductive reasonin
- Using inductive reasoning to make
conjectures
- Using inductive reasoning to prove
conjectures (proof by induction)
- Using counterexample to reject
Conjectures
6 3 6 6 21
- Using inductive reasoning in
mathematical
games/recreations
- Deductive Reasoning
- The nature of deductive reasoning
- Using Euler diagram to verify a logical
argument involving universal quantifiers
and existential quantifiers
- Using truth table to determine whether a
compound statement “p or q” and “p and q”
as well as a conditional statement “If p,
then q” is true or false
- Using Euler diagram to determine whether a
conditional statement “p → q”, its inverse “~p
→ ~q”, its converse “q → p”, and its
contrapositive “~q → ~p” is true or false.
- Compare and contrast “p → q” and
bioconditional statement
- Using deductive reasoning to prove
conjectures (including proof by ontradiction)
- Using deductive reasoning in logic
games/recreations

2. Mathematical Problem Solving

 Routine problem and non-routine problem
 Pόlya’s four phases of problem solving
 Problem solving strategies
- Guess and check
- Look for a pattern
2 1 2 2 7
- Make a table
- Draw a diagram
- Working backward
- Solve a simpler problem
- Use algebra

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 3. Application of Reasoning in Numbers and 8 4 8 8 28
Operations

Numbers
 Using mathematical reasoning to explain
- result of comparison between numbers of objects
in two sets
- differences between cardinal and ordinal numbers
- results of comparison between values of fractions,
decimals and percentages
- justifications of the rule of rounding numbers

Properties of Number Operations

 Use mathematical reasoning to explain meanings
of basic facts of operations for whole number
 Verify properties of number operations
- Transitive property
- Commutative property
- Associative property
- Distributive property
 Verify results of multiplication and division involving
zero
- Multiplications of any number with zero is zero
- Division of any number by zero is undefined
 Generate and verify conjectures involving addition
and subtraction of odd and even numbers

Computation
 Justify various algorithms for number operations
involving whole numbers, fractions, decimals and
percentages via mathematical reasoning
 Justify algorithms for conversion between
fractions, decimals and percentages via
mathematical reasoning

Non-routine Problem Solving

 Use mathematical reasoning to solve non-routine
problems involving Numbers and Operations

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 4. Application of Reasoning Measurement and 8 4 8 8 28
Geometry

Lines, Planes and Angles

 Construct special angles 30º, 45º, 60º and 90º by
paper folding
 Justify the procedure of constructing special
angles by paper folding

Convex Polygons and Circle

 Verify
- Triangle Inequality Theorem
- The sum of the measures of the interior angles
of any triangle is 180º
- The sum of the measures of the interior angles of
any convex polygon with n sides is (n – 2) 180º
- The sum of the measures of the exterior angles of
any convex polygon with n sides is 360º
 Verify relationships that exist between
- isosceles triangle and equilateral triangle
- square, rectangle, rhombus, parallelogram,
trapezium and kite

Prism, Pyramid, Cone, Cylinder and Sphere

 Compare and contrast prism, pyramid, cone,
cylinder and sphere
 Verify nets of prism, pyramid, cone and cylinder
 Verify relationships that exist between cube,
cuboids and prism

Length, Area and Volume

2 3
 Justify the use of unit, unit and unit as units of
measurement for length, area and volume via
mathematical reasoning
3
 Verify the relationship between cm and litre
 Derive and verify formulae for calculating
- Perimeters of rectangle and regular polygons as
well as circumference of circle
- Areas of rectangle, parallelogram, triangle,
trapezoid and circle
- Volumes and surface areas of right prism, right
cylinder, right pyramid, right cone and sphere

Non-routine Problem Solving

 Use mathematical reasoning to solve non-routine
problems involving Measurement and Geometry

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 5. Application of Reasoning in Statistics

Representations of Data
 Compare and contrast various forms of visual
representation of data
- Pictograph, bar chart, pie chart, dot plot, stem-
and-leaf plot, histogram and line graph
 Justify selections of visual representations for a
set of data
 Discuss misuse of visual representations to
mislead intentionally

Measures of Central Tendency and Dispersion

 Justify the choice of using mean, median and
6 3 6 6 21
mode as measures of central tendency
 Justify the choice of using range, midrange,
interquartile range and standard deviation as
measures of dispersion
 Construct box-and-whisker plot to identify outlier in
a set of data
 Justify computational procedures for measures of
central tendency and dispersion

Non-routine Problem Solving

 Use mathematical reasoning to solve non-routine
problems involving data representations,
measures of central tendency and dispersion

Coursework 1 11 12

Revision for Examination 6 6

Examination 2 2

Total 3 15 - 3 30 30 - 17 125

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 Face-to-face Non Face-to-face
TOTAL FACE-TO-FACE AND NON FACE-
TO-FACE LEARNING TIME Lecture 30 30

Tutorial 15 30

Quiz 1 0.5 1.5

Quiz 2 0.5 1.5

Report writing (1500 - 8

words)

Final examination 2 6

Total 48 77

Total Student Learning

Time 125

Credit hours 3

16. Main References Billstein, R., Libeskind, S., & Lott, J. (2013). A problem solving approach to
mathematics for elementary school teachers (11th ed.). Boston, MA: Pearson.
Freitag, M. A. (2014). Mathematics for elementary school teachers: A process approach.
Belmont, CA: Brooks/Cole.
Long, C. T., DeTemple, D. W., & Millman, R. S. (2015). Mathematical reasoning for
elementary teachers (7th ed.). Boston, MA: Pearson.

Additional Bassarear, T. (2012). Mathematics for elementary school teachers (5th ed.). Belmont,
References CA: Brooks/Cole.
Butterworth, J. & Thwaites, G. (2013). Thinking skills. Critical thinking and problem solving
(2nd ed.). Cambridge, UK: Cambridge University.
Fierro, R. D. (2013). Mathematics for elementary school teachers. Belmont,
CA: Brooks/Cole.
Huff, Darell. (1954). How to lie with statistics. New York, NY: W.W. Norton &
Company. Koshy, V., Ernest, P., & Casey, R. (2000). Mathematiccs for primary
teachers. London,
England: Routledge.
Miller, C. D., Heeren, V. E., & Hornsby, J. (2014). Mathematical ideas (12th ed.).
Essex, England: Pearson Education.
Pόlya, G. (1957). How to solve it (2nd ed.). Pricneton, NJ: Princeton University.
Suggate, J., Davis, A., & Goulding, M. (2001). Mathematicals knowledge for primary
teachers (2nd ed.). London, England: David Fulton.

Additional None
17.
Information

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