This document outlines an outcomes-based teaching and learning plan for a History of Mathematics course, including intended learning outcomes at the institutional, program, and course levels. It details the course content to be covered over 18 weeks, proposed teaching and assessment methods, as well as policies on attendance, grading, and requirements. The course aims to provide students with the historical context and development of mathematical concepts from ancient times to recent eras.

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GOV. ALFONSO D. TAN COLLEGE
Bachelor of Secondary Education Major in Mathematics (BSEd-Math)
Outcomes – Based Teaching and Learning Plan in ME 101
Alfonsos as Lux Mundi: Serving Humanity with Empowered Mind, Passionate Heart and Virtuous Soul
Course Title History of Mathematics Course Code ME 101
Credit Units 3 units Course Pre - / Co-requisites None
Course Description (CMO
75 s. 2017)
This course presents the humanistic aspects of mathematics which provides the historical context and approaches
done that led to the present understanding of the mathematical concepts.
Institute Intended Learning
Outcomes (IILO)
Graduates of BEED and BSED students possess the following:
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.
h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based
opportunities.
Program Intended Learning
Outcomes (PILO)
Graduates of Bachelor of Secondary Mathematics Education possess the following:
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.
Course Intended Learning
Outcomes (CILO)
At the end of the course students are expected to:
a. trace the development of mathematics from ancient time to recent;
b. understand the mathematical derivation of mathematical concepts;
c. recognize and appreciate the work of every mathematician in understanding the present mathematical concepts.

2. Revisedby:EltonJohnB.Embodo
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Essential Learning Intended Learning
Outcomes (ILO)
Suggested
Teaching/Learning
Activities (TLAs)
Assessment
Tasks (ATs)Week Content
Standards
Declarative
Knowledge
Functional
Knowledge
MIDTERM
1- 4.5
weeks
Demonstrate
knowledge in :
Antiquity of
Mathematics
Antiquity of Mathematics
 The Babylonians
 The Egyptians
 The Greeks
 The Romans
Discussing the
antiquity of
mathematics
 The Babylonians
 The Egyptians
 The Greeks
 The Romans
Trace the ancient history of
mathematics using
infographic timeline.
Compare and contrast the
development of mathematics
in its civilization.
Determine the impact of
mathematical concepts of
discoveries in the ancient
times in understanding the
present world.
Recognize the people behind
the development of
mathematics in ancient times.
Interactive Discussion
Panel Discussion
Peer Tutoring
Quiz Bee
Group Activity
Lecture
Compare and
Contrast matrix
Quiz
Oral Recitation
Group Activity
with rubrics
4.5 - 9
weeks
Demonstrate
knowledge in :
History of
Mathematics Middle
Ages
Middle Ages
 The Hindoos
 The Arabs
 Europe during the
middle ages
Discussing the History
of Mathematics in the
Middle Ages
 The Hindoos
 The Arabs
 Europe during the
middle ages
Trace the development of
mathematics in the middle
ages using tree of stream
charts.
Compare and contrast the
development of mathematics
during middle ages.
Determine the impact of
mathematical concepts of
discoveries in the middle
ages in understanding the
present world.
Recognize the people behind
the development of
mathematics in middle ages.
Interactive Discussion
Panel Discussion
Peer Tutoring
Quiz Bee
Group Activity
Lecture
Compare and
Contrast matrix
Quiz
Oral Recitation
Group Activity
with rubrics

3. Revisedby:EltonJohnB.Embodo
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revision
MIDTERM EXAMINATION
FINAL
9 – 13.5
weeks
Demonstrate
knowledge in :
History of
Mathematics in
Modern Europe
Modern Europe
 The Renaissance
 Vieta to Descartes
 Descartes to Newton
 Newton to Euler
 Euler, Lagrange and
Laplace
 The origin of modern
geometry
Discussing the History
of Mathematics in
Modern Europe
 The Renaissance
 Vieta to Descartes
 Descartes to
Newton
 Newton to Euler
 Euler, Lagrange
and Laplace
 The origin of
modern geometry
Trace the development of
mathematics in the Modern
Europe using tree of spider
map.
Compare and contrast the
development of mathematics
in the Modern Europe.
Determine the impact of
mathematical concepts of
discoveries in modern Europe
in understanding the present
world.
Recognize the people behind
the development of
mathematics in Modern
Europe.
Interactive Discussion
Panel Discussion
Peer Tutoring
Quiz Bee
Group Activity
Lecture
Compare and
Contrast matrix
Quiz
Oral Recitation
Group Activity
with rubrics

4. Revisedby:EltonJohnB.Embodo
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revision
13.5 -18
weeks
Demonstrate
knowledge in:
History of
Mathematics in a
Recent Times
Recent Times
 Synthetic Geometry
 Analytic Geometry
 Algebra
 Analysis
 Theory of Functions
 Theory of Numbers
 Applied Mathematics
Discussing the History
of Mathematics in
Recent Times
 Synthetic
Geometry
 Analytic Geometry
 Algebra
 Analysis
 Theory of
Functions
 Theory of
Numbers
 Applied
Mathematics
Trace the development of
mathematics in the Recent
Times using a cluster
diagram.
Determine the impact of
mathematical concepts of
discoveries in the recent
times in understanding the
present world.
Recognize the people behind
the development of
mathematics in recent times.
Interactive Discussion
Panel Discussion
Peer Tutoring
Quiz Bee
Group Activity
Lecture
Compare and
Contrast matrix
Quiz
Oral Recitation
Group Activity
with rubrics
FINAL EXAMINATION
Extended Readings F. Cajori; “History of Mathematics”, 2010
Course Assessment As identified in the Assessment Task
Course Policies
Attendance as identified in the student’s handbook
Grading System:
Quiz – 30%
Performance – 40%
Exam – 30%
Total 100%
Averaging System (Midterm Grade + Final Grade) / 2
Course Requirements/activities:
assignments, quizzes, problem sets, recitation/board works, seat works
Committee Members Committee Leader : NorielB. Erap, M.Ed.
Members : Elton JohnB. Embodo
Fritzie Azuelo
Clint Joy Quije
ZarleneM.Tigol

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revision
RogelouAndam
Alemar C. Mayordo
Consultation Schedule Faculty : Alemar C. Mayordo
Contact Number : 09072597334
E-mail Address : trixemayordo@gmail.com
Consultation Hours : TTH 1:00 PM – 5:30 PM
Venue : DTE Office
Course Title A.Y. Term of
Effectivity
Prepared by Chedcked by Approved by Page/s
History of
Mathematics
1st
semester A.Y.
2018-2019 ALEMAR C. MAYORDO, MAED
Program Head, BSED-Math
NOREIL B. ERAP, MEd.
Dean, ITE
LOVE H. FALLORAN, MSCrim
VP for Academic Affairs
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