The document outlines the course structure for a Bachelor of Secondary Mathematics Education focusing on technology and instrumentation in mathematics. It describes the course objectives, expected learning outcomes, and a variety of teaching methods, assessment tasks, and instructional material development activities. The course aims to equip future educators with the skills to effectively utilize technology and develop innovative teaching strategies in mathematics education.

1. GOV. ALFONSO D. TAN COLLEGE
Bachelor of Secondary Mathematics Education (BSME)
Outcomes – Based Teaching and Learning Plan in _Technology and Instrumentation in Mathematics
Course Title
TECHNOLOGY and INSTRUMENTATION
IN MATHEMATICS
Course Code Math 117
Credit Units 3 Course Pre-/Co-requisites Algebra and Geometry
Course Description
(Based on CMO No. 75
Series of 2017)
This course is designed to develop the students’ skills in designing instructional materials and in using technology to facilitate the learning of
mathematical concepts in a secondary math class. It intends to familiarize the future teachers with various math instructional tools including
different application software which they can use in the future. The aim of this course is to present and produce a wide variety of mathematical
instruments which the students can later use in teaching their classes.
Program Intended
Learning Outcomes
(PILO)
At the end of this course, graduates will have the ability to:
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.
i. Exhibit competence in mathematical concepts and procedures.
j. Exhibit proficiency in relating mathematics to other curricular areas.
k. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of mathematics.
l. Demonstrate competence in designing, constructing and utilizing different forms of assessment in mathematics.
m. Demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems with different levels of complexity.
n. Use effectively appropriate approaches, methods, and techniques in teaching mathematics including technological tools.
o. Appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery and gaining insights of the world.
PRELIMINARY Essential Learning
Intended Learning Outcomes
(ILO)
Suggested
Teaching/Learning
Activities (TLAs)
Assessment Tasks
(ATs)Week Content Standards
Declarative
Knowledge
Functional Knowledge
CCCPHILOSOPHY:WeCreatePossibilitiesforLife-LongLearning CCC VISION:TheSanctuaryforQualityEducation forTotal Human Development

2. 1
Demonstrate
knowledge on
Instructional
materials
Background of
Instructional materials
Discussing to students the
importance of Instructional
materials as aid of
instruction to help the
student understand better
the concept of mathematical
ideas.
Value different instructional
materials and adapt it in their
teaching career.
Oral recitation
Rubric
MIDTERM MIDTERMS
2 - 3
Demonstrate
competencies in
Developing Instructional
Devices with
Accompanying Activity
Sheets
Manipulative in
Mathematics
Fraction
Demonstrating the process of
making instructional materials
use to discuss the concept of
fraction
Create a model of instructional
materials and apply it in discussing
fraction in discussing the concept of
fraction
Collaboration
Rubric
Law of signed
number
Discussing the process ofmaking
materials to showthe concept of
the law of signed number
Construct a design of instructional
materials that help the student
understand the concept of the law of
signed number
Group Activity
Rubric
4
Geo board
Showing a model of Geo Board
and discussing its
usefulness in solving basic
mathematical problems
Make a Geo board and use it to solve
some problems
Problem solving group
Rubric
Platonic solids
Explaining the use of platonic
solid and discussing the process
and its usefulness in
Create an output of a platonic solid and
use it to associate to real- life scenario
Collaboration
Rubric

3. demonstrating basic mathematics
problem
6
Archimedean solids Showing a model of
Archimedean solid
Make an Archimedean Solid and use it
as a model to solve real- life problems
on geometry Group Activity
Rubric
SEMI-
FINALS
8 - 9
Demonstration
competencies in
creating visual aids
Charts and graphs Presenting different types of
charts and graphs
Make a charts and graphs suitable for a
specific problem and present it in class.
Collaboration Rubric
10 - 11
Power Point
Presentation (PPT)
Discussing the process of
making PPT and explaining its
importance as medium of
instruction.
Make an activity using power point
presentation and show it in the class.
Group Activity
Rubric
12
Diorama
Showing a sample of diorama
and discussing its importance
in mathematics as an
instrument for learning.
Show problem that involves real -life
situation and present it using the
Diorama.
Problem solving group Rubric
FINALS
13-14
Demonstrate
competencies in
applying instructional
materials in teaching
mathematics
Seminar
Discussing the students howto
conduct Seminar workshop and
showing its guidelines to have an
effective learning outcomes on
the students.
Conduct a seminar workshop on the
instruments use in teaching
mathematics effectively.
Workshop
Rubric
15-16
Demonstrate
Familiarity in using
Computer Software
involving Mathematics
IBM SPSS Statistics
Features and uses of
-IBM SPSS statics
-Algebrator
-MathType
-Geometer’s Sketchpad
-etc
Discussing the different steps
how to use SPSS, Algebrator,
MathType and Geometer’s
Sketchpad as well as their
importance
Gather data, interpret and analyse using
the SPSS
Compute expression using Algebrator
-Encode expressions and equations
using Mathtype
-Draw geometrics figures using
Geometer’s Sketchpad
Research/ Field Study
Class performance
Individual presentation
Rubric

4. 17-18
Demonstrate
Competencies in
demonstration with
various instructional
materials in teaching
Mathematics
Application of various
instructional materials
Introducing and orienting the
proper application of instruction
materials in a classroom setting
Demonstrate their competencies in
applying instructional materials in
teaching students
Teaching
demonstrations
Rubric
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Extended Readings To be provided
Course Assessment The students will conducta seminarworkshop on a selectedtopic ondifferent instrument usedin teachingmathematics.

5. Course Policies LanguageofInstructions
Attendance
 As identifiedin the student handbook
Homework,Quizzes,and SeminarWorkshop
Special Requirement
GradingSystem
Activities - 50%
Examination - 50%
100%
Classroom RulesandRegulations
Committee Members CommitteeLeader : FRITZIEB. AZUELO
BSEd-Mathematics
Members : Elton John B. Embodo
Consultation Schedule FacultyMember :
ContactNumber :
E-mailaddress :
ConsultationHours:
TimeandVenue :
Course Title A.Y. Term of Effectivity Prepared by Approved by Page/s
Technology and
Instrumentation in
Mathematics
2016– 2017
FRITZIE B. AZUELO
ELTON JOHN B. EMBODO Rene M. Colocar, Ph.D.
College Administrator 5