Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY- SAN JUAN

San Juan, Southern Leyte, 6611 Philippines

Syllabus in Math: ABSTRACT ALGEBRA

Course Credit : 3 Course Code : Math 412

Program : Bachelor in Secondary Education Term : First Semester
Pre-Requisites : Academic Year : 2019-2020

I. National Goal : The attainment of empowered and globally competitive Filipinos through quality and excellent education, relevant and
responsive to changing environment, accessible and equitable to deserving students, efficient and effective in optimizing
returns and benefits.

II. SLSU Vision : A high quality corporate science and technology university.

III. SLSU Mission : SLSU will produce science and technology leaders as well as competitive professional; generate breakthrough research in S
and T – based disciplines; transform and improve the quality of life in the communities in the service areas; and be self-
sufficient and financially viable.

IV. Institutional Goal:

 Develop comprehensive curricula to produce S and T leaders and professional;
 Establish a culture of Science and Technology-based research;
 Facilitate adoption of technology to communities and service areas;
 Intensify production capability; and
 Establish a transparent, efficient and effective management system.

V. Core Values:
Service Excellence
Leadership Competence
Stewardship and Accountability
Unity in Diversity

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VI. Program Outcomes Common to all Programs:
The graduates have the ability to:
a. articulate and discuss the latest developments in the specific field of practice;
b. effectively communicate in English and Filipino, both orally and in writing;
c. work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams;
d. act in recognition of professional, social, and ethical responsibility; and
e. preserve and promote “Filipino historical and cultural heritage”.

VII. Program Outcomes for Teacher Education:

a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts;
b. Demonstrate mastery of subject matter/discipline;
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments;
d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners;
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices;
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes;
g. Practice professional and ethical teaching standards sensitive to the local, national, and global realities; and
h. Pursue lifelong learning for personal and professional growth through varied experiential and field based opportunities.
i. Utilize research findings for classroom instruction, for production of innovative instructional materials, and for involvement in extension activities.

VIII. Program Outcomes for BSED Mathematics:

a. Exhibit competence in mathematical concepts and procedures;
b. Exhibit proficiency in relating mathematics to other curricular areas;
c. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of mathematics;
d. Demonstrate competence in designing, constructing and utilizing different forms of assessment in mathematics;
e. Demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems with different levels of complexity;
f. Use effectively appropriate approaches, methods, and techniques in teaching mathematics including technological tools;
g. Appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery and gaining insights of the world; and
h. Demonstrate an understanding of knowledge of learning environments suitable for mathematics that are responsive to community contexts.

IX. Course Description : This three-unit course introduces to the BSEd students the basic algebraic structures, groups, rings and fields. It aims to
enhance students’ skills in constructing proofs of mathematical conjectures and develop their logical analytical reasoning.
It enhances the students’ symbolic thinking and appreciation of mathematical structures.

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X. Course Outcomes and Relationship to Program Outcomes:

Program Outcomes
Course Outcomes Common to All Common to all Discipline Specific to BSED
Mathematics
At the end of the course, the students must have a b c d e a b c d e f g h i a b c d e f g h
1. use the Principle of Mathematical Induction to
prove conjectures pertaining to the set of I I I I I I I I I I I I I I I I I
integers;

2. cite examples of and apply binary operations

on specific sets; I I I I I I I I I I I I I I I I I

3. determine whether or not a set together with a

binary operation satisfy certain properties of I I I I I I I I I I I I I I I I I
specific algebraic structures; and

4. determine whether a certain correspondence

between two groups (or rings) satisfy certain I I I I I I I I I I I I I I I I I
properties.

*optional

VIII. Course Design Matrix

Time
Intended Learning outcome Topic Methodology Resources Assessment
Allotted
After the orientation, the students should be able to:
 get acquainted with, react with, and come into terms Introduction
with the policies, standards and requirements set Oral
interactive
for the subject; University Mission and Vision 1.5 hours course outline Recitation
discussion
 set level of expectations; and Orientation and Setting of Policies,
 commit by heart the mission and vision of the Standards and Expectations
university.
Unit 1: Basic Concepts 12.0 Interactive Paper-pencil

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At end of the unit, the students must have:
1. Explained the difference between a set and a mere discussion test
collection. (formal class
2. Cited examples of sets. Sets and Subsets and on-line) Textbooks Oral
3. Determined whether a relation is an equivalence Partition and Equivalence Relations recitation
relation or not. Principle of Mathematical Induction hours Independent e-books
4. Proven conjectures pertaining to integers using the Complex and Matrix Algebra study Self-
Principle of Mathematical Induction. assessment
5. Performed operations on complex numbers and Demonstration
matrices. Board Work

At end of the unit, the students must have:

1. Given examples of binary operations on a particular
Interactive Paper-pencil
set.
discussion test
2. Determined whether a set is a group under a Unit 2: Groups
(formal class
particular operation or not. Textbooks
and on-line) Oral
3. Proven certain conjectures on the properties of Binary Operations
12.0 recitation
groups. Groups and Subgroups e-books
hours Independent
4. Constructed group tables for groups of orders 5 and Finite Groups and Group Tables
study Board Work
6. Cyclic Groups
5. Determined the generators of cyclic groups. Cosets
Demonstration Self-
6. Constructed lattice diagrams of certain finite groups.
assessment
7. Given examples of cosets of a certain subgroup of a
given group.

1.5 hours Midterm

At end of the unit, the students must have: Interactive
Paper-pencil
1. Determined whether a correspondence between Unit 3: Homomorphism discussion
Textbooks test
two groups is a homomorphism or not. (formal class
Oral
2. Proven certain properties of homomorphism. Definition and Properties of 10.5 and on-line)
e-books recitation
3. Determined whether a homomorphism is an Homomorphism hours Independent
Board Work
isomorphism or not. Isomorphism study
Self-
4. Proven certain properties of isomorphism. Demonstration
assessment
Unit 4: Introduction to Rings and 16.5 Interactive Textbooks Paper-pencil
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 At end of the unit, the students must have:
discussion test
1. Determined whether a set together with two binary
Fields (formal class
operations is a ring or not.
and on-line) Oral
2. Proven conjectures pertaining to rings.
Definition and Basic Properties of Rings recitation
3. Determined whether a certain correspondence is a e-books
Homomorphisms and Isomorphisms in hours Independent
homomorphism, an isomorphism or neither.
Rings study Board Work
4. Determined whether a set is a field or not.
Fields
5. Determined whether a set is an integral domain or
Integral Domains Demonstration Self-
not.
assessment

1.5 hours Final Exam

IX. References:
1. Brown, J. and Churchill, R. (1984). Complex variables and applications, 4th edition. New York: McGraw-Hill Book Company.
2. Fraleigh, J. (2002). A first course in abstract algebra, 7th edition. Reading, Massachusetts: Addison-Wesley Publishing Company.
3. Gallian, J. (2010). Contemporary abstract algebra, 7th edition. Belmont, CA, USA: Brooks/Cole, Cengage Learning.
4. Judson, T. (2012). Abstract algebra: Theory and applications. Retrieved from abstract.pugetsound.edu.
5. Kolman, B. (1988). Introductory linear algebra with application, 4th edition. New York: Macmillan Publishing Company.
6. Lipschutz, S. (1998). Schaum's outline of set theory and related topics, 2nd edition. New York: McGraw-Hill Book Company.
X. Course Requirements: Prepared by:
1. Active participation in various learning tasks
2. Quality work in group activities GLECIL JOY L. DALUPO
Visiting Instructor

XI. Grading System: Reviewed by:

A. Term Exam 40% VANGILIT G. RETOME, Ph.D.

B. Class Standing 60 % Program Chair, BSEd
Total _________
100 % Approved by:

CERENIO G. ADRIATICO, Ph.D.

Assistant Director

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