Course Outline

I. Foundations of Problem Solving in Mathematics Education

a. Problem Solving: Definition, Process, and Importance in Education

b. The Role of Problem Solving in Developing Mathematical Thinking
c. Problem Solving in the K to 12 Mathematics Curriculum Framework
d. Factors Affecting Problem Solving (Cognitive, Affective, and Contextual)
e. Lessons from Research on Problem Solving in Mathematics Education

II. Solving Routine Problems

a. Characteristics of Routine Problems and Their Role in Mathematics Education

b. Common Types of Routine Problems:

 Number Problems

 Age Problems

 Geometry Problems

 Mixture Problems

 Motion Problems

 Work Problems

 Investment Problems

 Digit Problems
c. Problem-Solving Strategies for Routine Problems:

 Making a Diagram

 Organizing Data and Using Logic

 Working Backward

 Modifying the Problem

 Searching for Patterns

Deliverable: Individual and group exercises focused on solving routine problems using appropriate
strategies.

III. Solving Non-Routine Problems

a. Characteristics and Importance of Non-Routine Problems in Mathematics Education

b. Advanced Problem-Solving Heuristics and Strategies:

 Divide into Cases

 Consider Extreme Cases

  Use Symmetry

 Pursue Parity

 Prove by Contradiction

 Simplify the Problem

 Logical Reasoning or Elimination

c. Reflecting on Problem-Solving Processes and Collaborative Strategies

Deliverable: Group projects on solving non-routine problems, followed by reflective presentations and
discussions on the strategies used.

IV. Mathematical Investigation and Modeling

a. Mathematical Investigation:

 Objectives and Importance of Mathematical Investigations

 Differences Between Investigation as a Process and as an Activity

 Exploring Patterns, Formulating Conjectures, and Making Generalizations

b. Mathematical Modeling:

 The Modeling Process: Define, Formulate, Solve, and Interpret

 Connecting Mathematical Models to Real-Life Scenarios (e.g., environmental, economic, and

health-related contexts)

 Case Studies in Real-Life Mathematical Modeling

c. Problem Posing in Mathematical Investigation and Modeling
d. Structuring and Presenting Reports for Mathematical Investigations and Models

Deliverable: Students will conduct a mathematical investigation or develop a mathematical model based
on real-world issues and present their findings in a structured report.

V. Reflection, Synthesis, and Application

a. Reflecting on Experiences in Solving Routine and Non-Routine Problems

b. Comparing Problem-Solving Strategies: Routine vs. Non-Routine Problems
c. Applying Problem-Solving, Investigation, and Modeling to Secondary Mathematics Education
d. Designing Problem-Solving Activities for Secondary Mathematics Classrooms

Deliverable: Students will submit a reflective essay on their learning journey in the course and design a
classroom activity that integrates problem-solving, investigation, and modeling.

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Course Outline
I. Foundations of Problem Solving in Mathematics Education
a. Problem Solving: Definition, Process, and Importance in Education
b. The Role of Problem Solving in Developing Mathematical Thinking
c. Problem Solving in the K to 12 Mathematics Curriculum Framework
d. Factors Affecting Problem Solving
e. Lessons from Research on Problem Solving in the Classroom

II. Solving Routine Problems

a. Characteristics of Routine Problems and Their Role in Mathematics Education
b. Applying Heuristics to Solve Common Types of Routine Problems:
 Number Problems
 Age Problems
 Geometry Problems
 Mixture Problems
 Motion Problems
 Work Problems
 Investment Problems
 Digit Problems

III. Solving Non-Routine Problems

a. Characteristics and Importance of Non-Routine Problems in Mathematics Education
b. Non-Routine Problem-Solving Strategies and Heuristics:
 Making a Table or an Organized List
 Drawing a Diagram, Picture or Model
 Guess and Check
 Logical Reasoning or Elimination
 Finding a Pattern
  Working Backwards
 Simplify the Problem
c. Reflecting on Problem-Solving Processes

IV. Mathematical Investigation and Modeling

a. Mathematical Investigation:
 The Process and Objectives of Mathematical Investigations
 Differences Between Investigation as a Process and as an Activity
 Exploring Patterns, Formulating Conjectures, and Testing Generalizations
b. Mathematical Modeling:
 The Modeling Process: Define, Formulate, Solve, and Interpret
 Connecting Mathematical Models to Real-Life Scenarios (e.g., environmental, economic, and
health-related contexts)
 Case Studies in Real-Life Mathematical Modeling
c. Problem Posing in Mathematical Investigation and Modeling
d. Structuring Reports for Mathematical Investigation and Modeling

Desired Learning Outcomes (DLOs)

I. Foundations of Problem Solving in Mathematics Education

1. Define problem-solving in mathematics and describe its process and significance in mathematics
education.

2. Explain how problem-solving develops mathematical thinking and promotes reasoning skills.

3. Analyze the role of problem-solving in the K to 12 Mathematics Curriculum framework.

4. Identify and evaluate factors that influence problem-solving success in classroom contexts.

5. Summarize findings from research studies on implementing problem-solving approaches in

mathematics classrooms.

II. Solving Routine Problems

1. Differentiate routine problems from non-routine problems and explain their role in mathematics
education.

2. Apply heuristics effectively to solve routine mathematical problems in the following contexts:

o Number Problems

o Age Problems

o Geometry Problems

o Mixture Problems

o Motion Problems

o Work Problems

o Investment Problems
 o Digit Problems

3. Demonstrate step-by-step solutions to routine problems using clear and logical reasoning.

4. Reflect on the use of problem-solving strategies and justify the selection of specific heuristics in
solving routine problems.

III. Solving Non-Routine Problems

1. Define non-routine problems and discuss their importance in fostering critical and creative
thinking in mathematics education.

2. Select and apply appropriate heuristics for solving non-routine problems, including:

o Making a Table or an Organized List

o Drawing a Diagram, Picture, or Model

o Guess and Check

o Logical Reasoning or Elimination

o Finding a Pattern

o Working Backwards

o Simplifying the Problem

3. Solve non-routine problems and provide detailed explanations for the strategies used.

4. Reflect on the problem-solving process, discussing challenges encountered, strategies tried, and
lessons learned.

5. Collaborate with peers to invent and pose new non-routine problems, demonstrating creative
thinking and teamwork.

IV. Mathematical Investigation and Modeling

1. Define mathematical investigation and describe its objectives in mathematics education.

2. Distinguish between mathematical investigation as a process and as an activity.

3. Conduct mathematical investigations by exploring patterns in mathematical contexts, formulating

conjectures based on observations, or testing conjectures to make generalizations.

4. Explain the mathematical modeling process (define, formulate, solve, and interpret) and its
applications to real-world problems.

5. Develop and analyze mathematical models to address real-life scenarios such as environmental,
economic, or social issues.

6. Evaluate case studies of mathematical modeling in real-world contexts, identifying strengths and
limitations of models used.

7. Pose meaningful problems related to mathematical investigation and modeling, demonstrating

critical thinking and creativity.
 8. Prepare and present structured reports on mathematical investigations and models, including
clear reasoning and evidence-based conclusions.

Alignment with Course Outcomes

This list of DLOs directly supports the final course outcomes by specifying what students will do to
demonstrate their knowledge, skills, and attitudes. For example:

 CO2 (problem-solving heuristics) is addressed in II.2 and III.2.

 CO4 (mathematical investigation) is addressed in IV.3.

 CO5 (mathematical modeling) is addressed in IV.4-IV.6.

 CO6 (reflecting and reasoning) is supported by III.4, III.5, and IV.8.

This alignment ensures that every topic in the course outline contributes to achieving the course goals in
a focused and observable manner. Let me know if further refinement is needed!

Exhibit mastery of fundamental concepts and techniques of non-parametric statistics by solving problems
and analyzing data sets relevant to mathematics and education.

Apply appropriate non-parametric statistical methods in processing and interpreting data from classroom
settings, research, and real-world scenarios.

Demonstrate proficiency in using statistical software, such as SPSS, to efficiently analyze data and draw
meaningful conclusions.

Conduct investigations and data analysis to evaluate classroom practices, teacher-made assessments,
and student performance, with a focus on data-driven decision-making.

Develop statistical problem-solving skills by formulating and solving real-life problems using non-
parametric statistical techniques.

Critically analyze statistical results and reports to support sound conclusions and improve instructional
strategies.

Advocate for the importance of statistics in solving problems, making informed decisions, and addressing
issues in education and society.