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Problems Solving, Investigation With Mathematical Modeling

This document outlines a college course on problem solving, mathematical investigation, and modeling. The 3-credit course is offered by the College of Education at Taguig City University. The course consists of 18 weekly topics that cover defining and applying various problem solving strategies and heuristics, distinguishing between routine and non-routine problems, conducting mathematical investigations and modeling, and effectively communicating the results of such investigations. The intended learning outcomes emphasize developing skills in problem formulation, solving advanced multi-step problems, proving conjectures, and using appropriate techniques and principles.

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706 views2 pages

Problems Solving, Investigation With Mathematical Modeling

This document outlines a college course on problem solving, mathematical investigation, and modeling. The 3-credit course is offered by the College of Education at Taguig City University. The course consists of 18 weekly topics that cover defining and applying various problem solving strategies and heuristics, distinguishing between routine and non-routine problems, conducting mathematical investigations and modeling, and effectively communicating the results of such investigations. The intended learning outcomes emphasize developing skills in problem formulation, solving advanced multi-step problems, proving conjectures, and using appropriate techniques and principles.

Uploaded by

jayjay iman
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

City of Taguig
TAGUIG CITY UNIVERSITY
Gen. Santos Avenue, Central Bicutan, Taguig City

COLLEGE OF EDUCATION
Course Title: Problem Solving, Mathematical Investigation and Modeling
Pre-requisite None
Course Code M115
Course Credit 3

Week Topic Intended Learning Outcomes


1. Problem Solving and Mathematics Education  articulate a definition of problem solving;
a. Problem Solving: Definition and Process  differentiate between routine and non-routine problems;
b. Problem Solving and Mathematics Education  outline the steps in problem solving from personal practice vis a vis those outlined by Polya and
c. Problem Solving and the Conceptual Framework of others;
the K to 12 Mathematics Curriculum  explain the significance of problem solving in mathematics education.
2. Factors Affecting Problem Solving  describe factors that affect the problem-solving process culled from personal experience and
3. Lessons from Research Studies on Implementing journal articles;
Problem Solving  explain important pedagogical elements in the implementation problem solving in the
classroom;
 reflect on their experiences of problem solving and articulate personal problem solving
frameworks.
4. Mathematical Investigation and Modelling  contrast and compare problem solving and mathematical investigation and modelling;
a. closed versus open-ended problems  explain what constitutes a mathematical investigation;
b. problem posing  formulate open-ended mathematical questions or problems at the start of open investigative
c. mathematical investigation: process versus activity tasks;
d. mathematical modelling and the real-world  formulate and refine conjectures based on data from investigative tasks involving searching for a
pattern
5. Problem Solving Heuristics  identify patterns from a systematic exploration of a problem situation and formulate
a. Search for a Pattern and formulate conjectures conjectures;
6. b. Make a Diagram  can make a diagram to clarify understanding of non-routine problems;
c. Organize Data and Use Logic  collect and record data systematically and use logic in solving a problem;
 verify the correctness of a solution;
 produce alternative solutions and make connections among concepts;
 solve advanced (Olympiad level) multi-step problems in various topics from the secondary
curriculum
7. d. Modify the Problem  break a problem into cases and consider extreme cases when appropriate;
e. Divide into Cases  modify a problem, look for symmetry, or make it simpler;
8. f. Consider Extreme Cases  explain the requirements of a problem and its solution;
g. Look for Symmetry  check solutions using alternative (or invented) solution methods;
 generate a new problem as an extension of a problem-solving task.
9. Midterm
10. e. Choose Effective Notation  work backwards by reversing operations (or drawing deductions) after assuming the conclusion
f. Work Backward in solving certain problems;
 set and effectively use notations in problems solving or proving;
11. g. Pursue Parity  justify solutions using the pursue parity technique and coloring proof;
h. Color and Prove
 contrast and compare multiple solutions to a problem;
12. Some Important Principles  identify what serves as pigeons and what serves as pigeonholes and apply the Pigeonhole
a. Pigeonhole Principle Principle in proving existence propositions;
13. b. Invariant principle  recognize invariants in problems involving algorithms or repeated tasks and reason accordingly
toward a conclusion
14. c. Principle of Mathematical Induction  articulate induction arguments to prove universal propositions;
15. d. Argue by Contradiction  formulate universal propositions based on tabulated data from mathematical exploration;
16.  prove propositions by assuming the falsity of the conclusion and in the process derive a
contradiction.
17. Reporting Results of a Mathematical Investigation  use technology in finding and presenting results of a mathematical investigation activity;
 derive and prove results of a mathematical investigation activity;
 describe the processes and results of a mathematical investigation activity, in writing and orally,
clearly and coherently.
18. Finals

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