A.
Course Description
The three unit course deals with the nature of mathematics, appreciation of its practical,
intellectual and aesthetic dimensions, and the application of mathematical tools in daily
life. It begins with an introduction to the nature of mathematics as an exploration of
patterns (in nature and the environment) and as an application of inductive and
deductive reasoning. By exploring these topics, students are encouraged to go beyond
the typical understanding of mathematics as merely a set of formulas but as a source of
aesthetics in patterns of nature, and a rich language in itself (and of science) governed
by logic and reasoning.
B. Course Outcomes:
1. Discuss about the nature of mathematics – what it is, and how it is expressed,
represented and used (I)
2. Use different types of reasoning to justify statements and arguments made about
mathematics and mathematical concepts (I)
3. Use the language and symbols of mathematics appropriately in communicating
mathematical concepts(I)
4. Utilize a variety of mathematical tools to (P):
4.1 process and manage numerical data
4.2 analyze codes and coding scheme used for identification, privacy and security
purposes
4.3 critically analyze particular situations using appropriate theoretic concepts in making
informed decisions
4.4 identify patterns in nature and regularities of the universe
4.5 generate and discuss the attributes of local and classical arts
5. Express one’s appreciation on the nature and uses of mathematics on everyday life
through some form of textual, numerical and graphical media (PCR)
6. Utilize appropriate technology in solving mathematical problems (P)
7. Show affirmation that mathematics is a means towards an honest and truthful society (P)
8. Effectively work in teams (P)
9. Solve real world problems mathematically (P).
C. Course Requirements:
MODULE 1
THE NATURE OF MATHEMATICS
Module Introduction:
LESSON NO. 3
LESSON TITLE Mathematical Reasoning (Deductive vs. Inductive)
DURATION/HO 1.5 hours
URS
Specific Learning At the end of the lesson, you are expected to:
Outcomes: 1. Distinguish inductive or deductive reasoning through
identification of the statements.
2. Use reasoning skills to draw logical conclusion through induction
and deduction process.
3. Apply inductive and deductive reasoning to solve problems.
TEACHING LEARNING ACTIVITIES
Page 1 of 72
PROCESSING
1. The teacher will present a puzzle to the students and ask them which of the following
best matches between the shapes in the image?
Page 2 of 72
Correct Answer: D
[The arrow changes direction and the shape on the right has 1 more side than the
counterpart on the left.]
2. The teacher will then ask, how did you come up with that answer? This will lead to the
discussion of mathematical reasoning. As observed, you get the correct answer by
observing the properties/characteristics of the images, and arrived at a general rule.
3. The teacher will then discuss what is Mathematical reasoning and the two types of
reasoning.
WHAT IS MATHEMATICAL REASONING?
It refers to the ability of a person to analyze problem situations and construct logical
arguments to create both conceptual foundations and connections to be able to process
the available information and solve the problem. In our daily lives, we make decisions
based on our reasoning but this is a process that varies depending on the situation
obtained on the ground.
There are two types of reasoning:
1. inductive reasoning
2. deductive reasoning
WHAT IS INDUCTIVE AND DEDUCTIVE REASONING?
Inductive Reasoning is the process of making general conclusions based on specific
examples.
The students will be asked to watch the video with following link:
[Link]
Examples:
1. Every object that I release from my hand falls to the ground. Therefore, the next
object I release from my hand will fall to the ground.
2. Every crow I have ever seen is black. Therefore all crows are black.
3. Based on available data, the Earth has revolve around the sun following an elliptical
path for millions of years. Therefore, the Earth will continue to revolve around the sun
in the same manner next year.
Deductive Reasoning is the process of making general conclusions based on specific examples.
The students will be asked to watch the video with following link:
[Link]
Examples:
1. All men are mortal. I am a man. Therefore, I am mortal.
(General principle: If p implies q and p holds, then q must follow.)
2. Given two supplementary angles with one of them measuring 120 degrees, the
measure of the other angle 60 degrees.
(General principle: supplementary angles add up to 180 degrees)
3. If 6x=12, then x=2.
(General principle: if a, b, and c are real numbers and a=b, then ac=bc.)
HOW DO YOU SOLVE PROBLEMS THROUGH REASONING?
Inductive Reasoning is a reasoning that is based on patterns you observe. If you
observe a pattern in a sequence, you can use inductive reasoning to decide the next
successive terms of the sequence. A conclusion you reach using inductive
reasoning is called a conjecture.
Deductive reasoning usually follows steps. First, there is a premise, then a second
premise, and finally an inference. A common form of deductive reasoning is the
syllogism, in which two statements — a major premise and a minor premise —
reach a logical conclusion.
4. Drill. The students will be given an online link:
[Link]
[Link] for them to practice their deductive and inductive reasoning skills.
ASSIGNMENTS Watch the video clip and complete the statements that follow.
The Monty Hall Problem [Link]
v=mhlc7peGlGg
1. Three things that I significantly learned from the video clip
.
2. Three things that are still unclear to me
.
3. I used to think that
.
4. Three questions that I want to ask about the video
.
RESOURCES: 1. Nocon, Rizaldi C., Essential Mathematics for the Modern World,
ed. 1992
Aufmann, Richard N., Mathematics in the Modern World, ed. 2018
2.
