COURSE SYLLABUS IN PROBLEM SOLVING, MATHEMATICAL INVESTIGATION AND MODELLING FM-AA-CIA-13 Rev.

0 03-June-2020

PANGASINAN STATE UNIVERSITY

Alaminos City Campus
BACHELOR OF SECONDARY EDUCATION – MATHEMATICS

COURSE SYLLABUS
2nd Semester, S.Y 2023-2024

COURSE INFORMATION
COURSE CODE MH 116
COURSE TITLE PROBLEM SOLVING, MATHEMATICAL INVESTIGATION AND MODELING
COURSE TYPE LECTURE
COURSE CREDIT 3 units
CLASS HOURS 54 hours
COURSE PREREQUISITE None
COURSE SCHEDULE Monday 11:00 – 1:00 PM (F2F) & Thursday 11:00-12:00 PM (Online)
UNIVERSITY VISION, MISSION, QUALITY POLICY, INSTITUTIONAL OUTCOMES AND PROGRAM OUTCOMES

UNIVERSITY VISION To be a leading industry-driven State University in the ASEAN region by 2030.
The Pangasinan State University shall provide a human-centric, resilient, and sustainable academic environment to produce
UNIVERSITY MISSION dynamic, responsive, and future-ready individuals capable of meeting the requirements of the local and global communities and
industries.
The Pangasinan State University shall be recognized as an ASEAN premier state university that provides quality education and satisfactory
QUALITY POLICY
service delivery through instruction, research, extension and production.

INSTITUTIONAL The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess. These
OUTCOMES outcomes are anchored on the following core values: Accountability and Transparency, Credibility and Integrity, Competence and
Commitment to Achieve, Excellence in Service Delivery, Social and Environmental Responsiveness, and Spirituality – (ACCESS).

Anchored on these core values, the PSU graduates are able to:
1. Demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity,
participatory decision making, and accountability;
2. Engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions
that build personal and professional credibility and integrity.
3. Set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing
quality outputs leading to inclusive growth;

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4. Exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills,
innovative mindset, research and production initiatives and capability in meeting the industry requirements of local, ASEAN and
international human capital market through relevant and comprehensive programs;
5. Display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university
constituents and elevate the welfare of the multi-sectoral communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.
Strategic Goals:
SG 1 – Industry-focused and Innovation-based Student Learning and Development;
SG 2 – Responsive and Sustainable Research, Community Extension, and Innovative Programs;
SG 3 – Effective and Efficient Governance and Financial Management;
SG 4 – High Performing and Engaged Human Resource; and
SG 5 – Strategic and Functional Internationalization Program.

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PROGRAM OUTCOMES

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GRADUATE ATTRIBUTES PROGRAM OUTCOMES PERFORMANCE INDICATORS

1. People’s Champion PO a. Articulate and discuss the latest Show the connections between mathematical concepts
development in the specific field of practice. that are related to one another.

PO c. Work effectively and independently in

multi-disciplinary and multi-cultural teams. Demonstrate skills in various methods of learning in
mathematics such as, conducting investigations,
PO d. Act in recognition of professional, social, modeling, and doing research.
and ethical responsibility.

PO f. Articulate the rootedness of education in Practice ethical standards for professional teachers.
philosophical, socio-cultural, historical,
psychological, and political contexts.

PO l. Practice professional and ethical teaching Develop lessons that can help students appreciate the
standards sensitive to the changing local, use of mathematics in daily life.
national, and global realities.
Takes responsibility with his actions and
PO n. Exhibit competence in mathematical decisions.Provide examples to illustrate the application
concepts and procedures. of mathematical concepts and procedures.

PO o. Exhibit proficiency in relating mathematics Create a curriculum guide that shows how mathematics
to other curricular areas. can be integrated with other curricular areas.

PO p. Manifest meaningful and comprehensive Demonstrate skills in various methods of learning in

pedagogical content knowledge (PCK) of mathematics such as, conducting investigations,
mathematics modeling, and doing research.

PO s. Use effectively appropriate approaches, Utilizes a variety of student-centered approaches and

methods, and techniques in teaching methods in the classroom.
mathematics.
2. Continuous Innovative PO b. Effectively communicate orally and in Work in a way that creates openness and communicate
Learner writing using both Mother Tongue and English information without reservations.
and Filipino

PO g. Demonstrate mastery of subject Manifest creativity and critical thinking when selecting
matter/discipline. examples and problems to be used in the classroom
and in the assessment of students’ learning.
PO h. Facilitate learning using a wide range of
COURSE SYLLABUS IN PROBLEM SOLVING, MATHEMATICAL INVESTIGATION AND MODELLING 4
teaching methodologies and delivery modes Demonstrate knowledge and skills in varied approaches
appropriate to specific learners and their and methods of teaching mathematics.
environments.
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COURSE DESCRIPTION

This course introduces the different types and levels of problem solving and various strategies for investigations. Some fundamental tactics in solving are also discussed.
Techniques such as looking for patterns, working backwards, solving simple problem, parity, pigeonhole principle, mathematical induction and symmetry. In addition, this
course is designed to equip future math teachers with techniques and how to guide students develop math projects. It emphasizes that mathematics is a dynamic and
growing body of knowledge and processes.
COURSE OUTCOMES

COURSE OUTCOMES (C0) PROGRAM OUTCOMES CODE (PO)

At the end of the course, the
student should be able to: a b c d e f g h i j k l m n o p q r s t u v w x y z
1. Demonstrate understanding I P I P I P I P P
of the role of the problem
solving and mathematical
investigation and modelling in
mathematics.
2. Demonstrate knowledge I P I P I P I P P
and skills in the use of
problem-solving heuristics
when analyzing and solving
real life and non-routine
problems.
3. Demonstrate creative and I P I P I P I P P
critical thinking in exploring,
inventing problem-solving
strategies, and posing new
problems in collaboration with
other students.
4. Exhibit problem solving I P I P I P I P P
competence in engaging in
mathematical investigations
on real-life and/or non-routine
problems.
5. Reflect, reason, and argue I P I I P I P I P P
critically when communicating
results of mathematical
investigations.

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COURSE LEARNING PLAN

Learning Activities
Course Learning Outcomes Topics Hours (Face-to-Face and Learning Materials Assessment
Outcome/s Remote Teaching) and Platform

1. Acquire comprehensive understanding of A. Orientation

the vision, mission, goals and objectives of Vision, Mission, Goals, Core Values
1
the college. of PSU, Classroom Policies and Hand Book / Manual
2. internalize the vision, mission, goals and Guidelines
objectives of the college to achieve
excellence in education
At the end of the first
chapter, the students should B. Problem Solving and
be able to: Mathematics Education
1. Articulate a definition 1. Problem Solving: Definition
of problem solving; and Process
2. Explain the 2. Problem Solving and  Virtual Instruction
significance of Mathematics Education (synchronous or
problem solving in 3. Problem Solving and the asynchronous, whichever is
mathematics; Conceptual Framework of accessible to class)
3. Describe factors that the K to 12 Mathematics  Interactive Discussion and
affect the problem Curriculum Lectures  KWL Activity
solving process culled 4. Factors Affecting Problem  Pre-conception check on Output
from personal Solving students’ existing Module/ Book /PPT  10-minute
experience and 5. Lessons from Research knowledge and skills in summary group
9
journal articles; Studies on Implementing problem solving Microsoft LMS/ report
CO1 4. Explain important Problem Solving  KWL Activity Sheet Social Media  Oral Recitation
pedagogical elements  10-minute group summary  Unit Test
in the implementation report
of problem solving in  Video Lecture Viewing
the classroom;
5. Reflect on their
experiences of
problem solving and
articulate personal
problem solving
frameworks.

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At the end of the second C. Mathematical Investigation

chapter, the students should and Modelling
be able to: 1. Closed versus open-ended
1. Contrast and compare problems  Virtual Instruction
problem solving and 2. Problem posing (synchronous or
mathematical 3. Mathematical investigation: asynchronous, whichever is
investigation and process versus activity accessible to class)  Individual/
modelling; 4. Mathematical modelling and  Question for Discussion Group Activity
2. Explain what constitutes the real-world  Sharing of Insights Module/ Book /PPT  Creating closed
CO1, a mathematical  Interactive Discussion and open-ended
6
CO2,CO3, investigation;  Facilitation of Assigned Microsoft LMS/ Social problems
CO4 3. Formulate open-ended Topic Media  Oral Recitation
mathematical questions  Video Lecture Viewing  Quizzes
or problems at the start of
open investigative tasks;
4. Formulate and refine
conjectures based on
data from investigative
tasks involving searching
for a pattern.
CO2, CO3 At the end of the third D. Problem Solving Heuristics 6  Virtual Instruction Module/ Book /PPT  Individual/Group
chapter, the students should 1. Search for a Pattern and (synchronous or Activity involving
be able to: formulate conjectures asynchronous, whichever is Microsoft LMS/ Social the use of
1. Identify patterns from a 2. Make a Diagram accessible to class) Media problem solving
systematic exploration of 3. Organize Data and Use  Think-Pair-Share Problem heuristics that are
a problem situation and Logic Solving Activity discussed
formulate conjectures;  Content/Focused  Oral Recitation
2. Make a diagram to clarify Discussion  Quizzes
understanding of non-  Follow-up questioning
routine problems;  Video Lecture Viewing
3. Collect and record data
systematically and use
logic in solving a problem;
4. Verify the correctness of
a solution;
5. Produce alternative
solutions and make
connections among
concepts;
6. Solve advanced
(Olympiad level) multi-

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step problems in various

topics from the secondary
curriculum.
At the end of the fourth
chapter, the students should 4. Modify the Problem
be able to: 5. Divide into Cases  Virtual Instruction
 Individual/Group
1. Break a problem into (synchronous or
6. Consider Extreme Cases Activity involving
cases and consider asynchronous, whichever is
7. Look for Symmetry the use of
extreme cases when accessible to class)
problem solving
appropriate;  Question for Discussion
heuristics such as
2. Modify a problem, look for  Brainstorming
Module/ Book /PPT modifying the
symmetry, or make it  Drills and Practice
CO2,CO3, problem, dividing
simpler; 4 Problems
CO5 Microsoft LMS/ Social into cases,
3. Explain the requirements  Facilitation of Assigned
Media considering
of a problem and its Topics
extreme cases,
solution;  Video Lecture Viewing
look for symmetry
4. Check solutions using
 Oral Recitation
alternative (invented)
 Quizzes
solution methods;
5. Generate a new problem
as an extension of a
problem-solving task.
Midterm Examination (1hr)
CO2, CO3 At the end of the lesson, 8. Choose Effective Notation 6  Virtual Instruction Module/ Book /PPT  Problem Posing
the students should be able 9. Work Backward (synchronous or Output
to: 10. Pursue Parity asynchronous, whichever is Microsoft LMS/ Social  Individual/Group
1. Work backwards by accessible to class) Media Activity involving
11. Color and Prove
reversing operations (or  Cooperative Discussion the use of
drawing deductions) after  Group Problem Solving problem solving
assuming the conclusion Activity heuristics such as
in solving certain  Use Real World Problems choosing effective
problems;  Facilitation of Assigned notation, work
2. Set and effectively use Topic backward, pursue
notations in problem  Video Lecture Viewing parity, color and
solving or proving; prove
3. Justify solutions using the  Oral Recitation
pursue parity technique  Quizzes
and coloring proof;
4. Contrast and compare
multiple solutions to a

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problem;
At the end of lesson, the E. Pigeonhole and Invariant  Virtual Instruction
students should be able to: Principles (synchronous or
1. Identify what serves 1. Pigeonhole Principle asynchronous, whichever is
as pigeons and what 2. Invariant Principle accessible to class)
serves as pigeonholes  Three-stay, One-stray
problem solving activity
and apply the
where students are
Pigeonhole Principle grouped with 4 members
in proving existence each and are asked to :
propositions; a) Cooperatively solve
 Group Activity
2. Recognize invariants a problem or prove
 Group
in problems involving a proposition; Module/ Book /PPT
Presentation of
algorithms or b) Send one member
CO1 7 solution/proof
(to stray) to another Microsoft LMS/
repeated tasks and  Oral Recitation
group ro describe Social Media
reason accordingly  Quizzes
their progress so
toward a conclusion the receiving group
can gain alternative
perspectives from
the work of another
group
c) Finalize solutions
taking into
considerations the
inputs from the
other groups.
CO2, CO4 At the end of the lesson, F. Some other Principles 6  Virtual Instruction Module/ Book /PPT  Individual/
the students should be able 1. Argue by Contradiction (synchronous or Group Activity
to: 2. Principle of Mathematical asynchronous, whichever is Microsoft LMS/ using argue by
1. Articulate induction Induction accessible to class) Social Media contradiction and
arguments to prove  Interactive Discussion Principle of
universal propositions;  Three-stay, One-stray Mathematical
problem solving activity Induction
2. Formulate universal
 Think Pair Share  Pair
propositions based on  Video Lecture Viewing Presentation
tabulated data from  Oral Recitation
mathematical  Quizzes
exploration;
3. Prove propositions by

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assuming the falsity of

the conclusion and in
the process derive a
contradiction.

At the end of lesson, the

students should be able to: G. Reporting Results of
1. Use technology in Mathematical Investigation
finding and presenting
 Group Activity
results of a  Virtual Instruction
 Oral
mathematical (synchronous or
Presentation of
investigation activity; asynchronous, whichever is Module/ Book /PPT
the result of their
2. Derive and prove accessible to class)
CO2, CO5 7 Mathematical
 Follow-up questioning Microsoft LMS/
results of a Investigation
 Peer Questioning Social Media
mathematical  Quizzes
 Problem Solving Activities
investigation activity,  Interactive Discussion
in writing and orally,
clearly and
coherently.

Final Examination (1 hr)

COURSE REFERENCES AND SUPPLEMENTAL READINGS

Engel, A. (1998). Problem Solving Strategies. New York, USA:Springer-Verlag. C. Electronic Sources

Larson, L.C (1983). Problem solving though problems. New York, USA:Springer-Verlag https://www.youtube.com/watch?v=lhHhwbWEGXQ

Lester, Frank K. Jr. (2013). Thoughts about research on mathematical problem- solving instruction,"
The Mathematics Enthusiast: Vol. 10 : No. 1, Article 12

Nivera, G.C. (2017). What happens when teachers and students are introduced to Mathematical
investigations: An exploratory study. International Journal for Mathematics Teaching and Learning,
(18)3, 333 – 345.

Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and

sense-making in mathematics. In D. Grouws (Ed.), Handbook for Research on Mathematics Teaching
and Learning (pp. 334-370). New York: MacMillan.

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Sinay, E., & Nahornick, A. (2016). Teaching and learning mathematics research series l: Effective
instructional strategies. (Research Report No. 16/17-08). Toronto, Ontario, Canada: Toronto District
School Board.

Yeo, Joseph & Har Yeap, Ban. (2009). Mathematical Investigation: Task, Process and Activity.

Zeits, P (2007). The art and craft of problem solving (2nd Edition). USA: John Wiley & Sons.
COURSE REQUIREMENTS
A. B. Written Outputs
1. Midterm Exam
2. Final Exam
3. Home-Based Assignments
4. Quizzes / Activities/ Reflection Paper
C. Performance Outputs
1. Graded Recitation / Presentations/ Portfolio
ASSESSMENT AND GRADING

Semestral Grade ¿ 50% of Mid-Term Grade +¿ 50% of Final Term Grade

Midterm Exam 40% Midterm Exam 40%
Quizzes 25% Quizzes 25%
Home-Based Requirements 30% Home-Based Requirements 30%
Studentship/Class Participation 5% Studentship/Class Participation 5%

TOTAL 100% TOTAL 100%

COURSE POLICIES AND EXPECTATIONS

Class Attendance (Article 2, Section 14 of PSU Student Handbook)

1. If you have a record of ten (10) unapproved absences from the class, and/or has been absent for more than 20 percent of the required number of hours without any valid reason, you will
be automatically dropped from the subject.
2. Approved absences are limited only to illness as certified by a physician, death of a family member, official and authorized representation of Campus/University in official function/

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activities and other reasons as may be deemed justified by your instructor.

3. For excused absences, it is your responsibility to seek out missed assignments. You should check the official PSU LMS, official class FB page/group messenger and your classmates for
notes, handouts, etc.

Classroom Expectations
1. Be Prepared. Your grade is your sole responsibility. Earn the good grade you deserve by coming to class prepared. Complete reading assignments and other homework before class
so that you can understand the lecture and participate in discussion. Have your homework ready to submit and always bring your book, notebook, paper and writing materials. You
are not allowed to borrow anything from your classmates to ensure avoidance of virus transmission. This is for your health’s safety. Also, each of you is assigned to be the prayer
leader for the day. If you are assigned to lead, please be ready with your prayer. (Accountability, Credibility and Integrity, Spirituality)
2. Be Participative. Be ready and willing to participate in classroom discussions. Contribute proactively to class discussions. Do not hesitate to ask questions during class discussions.
Remember, you came to school to learn. (Competence and Commitment to Achieve Excellence)
3. Be Punctual. Seat plan will be used for the checking of attendance. If you are not on your designated area once the class has started, you will be considered late/absent. Submit your
homework/problem sets/ class activities on time too. (Accountability, Competence and Commitment to Achieve Excellence)
4. Be Respectful. Any action that bothers another student or the teacher, or any disruptive behavior in class, is considered disrespectful. Demonstrate proper respect for teachers, your
classmates, other university personnel and all university property. Listen to others and evaluate ideas on their own merit. (Social Responsiveness)
5. Be Tidy. Cleanliness is next to Godliness. Wear your complete proper uniform. Likewise, your activities must be clean and properly stapled. Loose leaves are prone to be
misplaced. Your clean work reflects that homework/problem sets are well-prepared. Before leaving the classroom, please make sure that your place is clean. Pick up litters and
throw them on the designated trash bins. (Accountability, Credibility and Integrity, Competence and Commitment to Achieve Excellence, Social and Environmental Responsiveness)

Technology Agreement
1. The use of electronic devices such as laptops, tablets and cell phones inside the classroom is ONLY ALLOWED WITH MY PERMISSION. Charging of your electronic devices is
prohibited inside the class. Please make sure they are fully charged before bringing them to class.
2. Cell phones and other devices need to be set in silent mode. For emergency purposes, please request to take the call/answer the text message outside the classroom.

Academic Honesty and Class Conduct

Cheating in Examination and Quizzes (Article 14, Section 1-n of PSU Handbook):
1st Offense : Automatic grade of 5.00 in the examination where cheating occurred; referral to guidance counselor.
2nd offense : Automatic grade of 5.0 if done on the same subject and/or other subjects and suspension for one semester.
3rd offense : Automatic grade of 5.0 in the subject/s and suspension of one semester to dismissal from the institution.
Lecture Class Policies (Residential Class):
1. Students are to stay at home if unwell.
2. Attendance in the class signifies readiness to participate in class discussions and activities.
3. Students must arrive for class on time.
4. Students are expected to conduct themselves in a respectful manner during class which includes appropriate attire, language, behavior and attitude.
5. A student is responsible for his/her absence.
6. A student will be automatically marked DRP (Dropped) after eight (8) consecutive absences.
7. Requirements must be submitted within the designated date of submission. Late work: Deductions will be given; however, leniency will be observed.
8. Any form of cheating will not be allowed.
9. All school rules will be followed as stated in the student handbook.
10. Others (agreed upon by the class)
Lecture Class Policies (Online Class):
1. Wear a decent clothing (smart-casual) during web conferences.
2. No foul words during online discussions.

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3. Observe punctuality and courtesy (group of 5 individuals per batch: usually group leaders)
4. Private conversations during web conferencing are not allowed.
5. Respect shall always be observed, for the teacher and students.
6. Cheating and plagiarism are not tolerated.
7. On-time submission of requirements as agreed during class orientation

Guidelines on Late Submissions of Requirements and Late Examinations

1. The dates of the submission for all home-based requirements are based on classroom agreement during in-person classes. Five points will be deducted for every day of failure to submit
said requirements (except for approved absences).
2. You are only allowed to take missed examinations due to approved absence. Please fill up the Request for Special Examination before taking the missed exam.

Additional Information:
1. A Messenger Group Chat will be created for the subject specifically which will be used for immediate answering of queries.
2. All assignments shall be submitted face-to-face or MS Teams or unless otherwise indicated by the instructor.
3. When students contact the instructor, they must identify themselves as a member of a section and batch.
4. All documents and/or photos shall be renamed bearing their name and the activity for purposes of monitoring of submission and on-time passing.
REVISION HISTORY
REVISION
DATE OF REVISION DATE OF IMPLEMENTATION HIGHLIGHTS OF REVISION
NUMBER
2022-01 September 7-12, 2022 September 19, 2022 (A.Y. 2022-2023) - Conformance to the new learning modality
- Alignment of program outcomes to course outcomes.
- Inclusion of curriculum mapping.
- Enhancement of various types of authentic assessment tools and strategies.
- Enrichment of technological, pedagogical, and content knowledge.
- Inclusion of new vision and mission.
- Addition of new resources.
- Removal of Asynchronous in the activities and learning materials.
- Updated schedule of classes.
2024-01 16-Jan-2024 22-January - 2024
- Updated Instructor or Faculty Information.
- Updating of course policies and expectations.
- Updating of signatories.

PREPARATION AND REVIEW NAME SIGNATURE DATE SIGNED

Prepared by the:
Focal Person (Common Program)
Faculty (Stand-alone Program)
Reviewed by the Committee for Common
Programs

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Endorsed by the Council of Deans and Department Chairs on : _______________________

FACULTY CONTACT INFORMATION

NAME BABY-LYN OPAGUE BALGUA

DESIGNATION INSTRUCTOR I

MOBILE PHONE NUMBER 09155454251

E-MAIL ADDRESS [email protected] / [email protected]

CONSULTATION SCHEDULE Tuesday (10:00 am - 3:00pm)

OFFICE LOCATION Purita Braganza Building – CTE Faculty Room

Adapted and Enhanced by: Recommended by: Approved by:

Checked by:

BABY-LYN OPAGUE BALGUA, LPT ELLEN GRACE UGALDE, RN, MSB ROSARIO DL. VALENCERINA,EdD
CHENEE MARIE C. CACHO, MAEd
Dean, College of Teacher Education
Faculty Department Chair, Secondary and Campus Executive Director
Professional Education

Certified for Campus/University Utilization for A.Y. 2023 – 2024.

WEENALEI T. FAJARDO, PhD MANOLITO C. MANUEL, EdD

Director for Curriculum and Instruction VP for Academic and Student Affairs

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