Republic of the Philippines

Mindanao State University

Marawi City

COLLEGE OF NATURAL SCIENCES AND MATHEMATICS

MATHEMATICS DEPARTMENT

SYLLABUS

(First Semester, A.Y. 2022-2023)

(GEC 104 MATHEMATICS in the MODERN WORLD)

Vision

MSU-Main Campus aspires to be a Center of Excellence in Instruction, Research and Extension transforming itself into a premier and globally
competitive national peace university.

Mission MSU-Main Campus Core Values

MSU-Main Campus is committed to:
1. Lead in social transformation through peace education and integration Mutual Respect
of the Muslims and other cultural minority groups into the mainstream Service Oriented
society. Unity and Teamwork
2. Ensure excellence in instruction, research development, innovation, Multi-culturalism with Means-tested Benefits
extension and environmental education and discovery. Academic Excellence
3. Advance national and international linkages through collaborations, Integrity and Trustworthiness
and Nobility and Professionalism
4. Demonstrate greater excellence, relevance, and inclusiveness for
Mindanao and the Filipino nation.
 CNSM Goals

1. To provide students with adequate background in Natural Sciences and Mathematics.

2. To provide students with a strong foundation in their field of discipline relevant to their pursuit of higher education.
3. To train students for service, particularly in the area of specialization in sciences and ultimately contribute to the development of the entire nation.
4. To promote scientific research; and
5. To upgrade the faculty members competence in instruction and research.

A. Course Details
Code GEC104

Title Mathematics in the Modern World

Credits 3 units (3 hours/week for 18 weeks or 54 hours/Semester)

Prerequisite (None)

Course Description This course deals with the nature of mathematics, appreciation of its practical, intellectual, and aesthetic dimensions and
applications of mathematical tools in daily life.

The course 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 this 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, for example, and a reach language in itself (and of science) governed by logic and reasoning.

The course then proceeds to survey ways in which mathematics provides a tool for understanding and dealing with various
aspects of present-day living, such as managing personal finances, making social choices, appreciating geometric designs,
understanding codes used in data transmission security, and dividing limited resources fairly. These aspects will provide
opportunities for actually doing mathematics in a broad range of exercises that bring out the various dimensions of
mathematics as a way of knowing and test the students’ understanding and capacity.
B. Learning Outcomes
At the end of the course, the student should be able to:

1. discuss and argue the nature of mathematics, what it is, how it is expressed, represented and used.
Knowledge
2. use different types of reasoning to justify statements and arguments made about mathematics and
mathematical concepts.

3. discuss the language and symbols of mathematics;

4. perform operations on mathematical expressions correctly.

Skills 5. use a variety of statistical tools to process and manage numerical data.

6. analyze codes and coding schemes used for identification, privacy, and security purposes.

7. use mathematics in other areas such as finance, voting, health and medicine, businesses, environment, arts
and designs and recreations;
 7. articulate the importance of mathematics in one’s life.;

Values 8. express appreciation for mathematics as a human endeavor.

9. appreciate the nature and uses of mathematics in everyday life.

10. and affirm honesty and integrity in the application of mathematics to various human endeavors.

C. Course Outline

Week Topic/s Common Teaching Strategies/Learning Activities Common Assessment

/Evaluation

1-2 I. MATHEMATICS IN OUR ● Film Showing about the Maths Mystery of ● Written works focusing
WORLD Mathematics In Nature. on the content and
● Patterns and Numbers in appropriateness
Nature ● Simple research paper with oral presentation with of the research work.
and World focus on identifying where mathematics, patterns and
● The Fibonacci Sequence and /or numbers (patterns, series, sequences etc.) are
Golden ratio ● Oral presentation (video, role
evident in Nature. It can be any of the following: short
videos, pictures, documentaries, and other collections. play and the likes) with
● The Mathematics for our World e.g. The Snowflake and Honeycomb, tiger’s stripes and dimensions
hyena’s spots, the sunflower, the snail’s shell, flower centered on content,
petals, the world’s population and etc. creativity, in-depthness of
discussion, etc.
● Pair-sharing or small group sharing, debate and
discussion or feedback on oral presentations with focus ● Exercises from the
on the mathematics and its properties in nature. prescribed textbook as an
extension
 activities (homework) may be
● Journal writing for possible reflection opportunities. worked in groups or in pairs.
Opportunities for Journal writing includes questions
such as: What new ideas about mathematics did you
learn? What is most useful about mathematics for
humankind.

● Give students Spoken -Word Activities in which

they need to articulate the importance of Mathematics
in real life

● Artwork activities showcasing drawing skills

creating original paintings or pictures that resembles
patterns, golden ratio, Fibonacci and the likes.

2-4 II. SPEAKING MATHEMATICALLY ● Small group brain teasers or games using the ● Group games and use the
● Variables “Language of Mathematics” (from One Mathematical numerical scores based on
● The language of Sets Cat) by Carol Burns. the scoring mechanics of
● The Language of Relations and the
Functions ● Group research works on the different mathematical game.
symbols and notations and their uses with presentation
via PowerPoint, videos, and the likes. Can be compiled ● Group research and group
or display in exhibits or math laboratory e.g. a good oral presentations
music is created thru sets of musical symbols. Credit
cards are secured based on secret codes. ● Exercises from the
prescribed textbook as an
● Discussions and answering practice exercises on extension
operations on mathematical expressions. activities (homework)
may be worked in groups
● Providing sample statements and translate it into
or in pairs
mathematical expressions/ language using the notations
and symbols.

● Debate or composition writings on the following

points: Mathematics is not a language but a useless set
of formal rules and unfamiliar symbols; mathematics
confuses the
communication of concepts and ideas; mathematics is full
of unnecessary symbols and rules.

● Read and make thorough sharing of ideas on

multiple Sources or readings about the historical notes
on the Development of different symbols and
notations used in mathematics

● Allow students to perform a TedTalk Exercises in

which they need to acknowledge Math as a useful
language.

● Use appropriate technological apps or software in

visualizing functions and relations. Allow students to
familiarize with these tools and generate conclusions.
e.g. how to determine whether a graph is a function or
not.
5-7 III. PROBLEM SOLVING ● Answer variety of real-
● Polya’s 4-steps in problem Solving ● Present samples of puzzles or brain teasers that world exercises using
● Inductive and Deductive Reasoning requires problem-solving. e.g. Monty Hall Problem variety of
● Problem Solving with Patterns strategies (See exercise
● Problem-solving Strategies ● Present multiple ways to answer specific problems. set on problem-solving).
Check and then make arguments among the solutions Applying
which is a more efficient. (Inductive or deductive)
Polya’s 4- steps is
● Devise a unique solution to a previously presented encouraged. Use rubric
solution to a problem for checking
solutions. (Focus more on
● Exercises on using the two types of reasoning in various the how rather than the
applications e.g., predicting a number, making or establishing what on this problem-solving)
a conjecture, solving an application or a logical puzzle.
● Exercises on problem
● Read about the different puzzles. (KenKen Puzzles, solving as additional seat
sequences such as Fibonacci, polygonal numbers, map works (can be answered
coloring, counting problems, little league basketball, individually or in groups).
super bowl Ad price, Gasoline prices and the likes) and E.g solving exponential
use this as point of discussion. By pair-share or small- expressions, mini
group discussion, a representative shall be tasked to soduko, the Four 4s
present certain puzzles and its solutions. From all the problem, a
presented solutions, identify /enumerate the basic Puzzle cryptarithm and many
Solution Strategies.
more. ● Exercises in
● Make research on the Galton Board or the
Probability Demonstrator as extension activities. problem-solving. ●

● Identify real-world problems that are currently Midterm Examinations

happening in the environment and present solutions.
8-11 IV. STATISTICS ● Make a research on significant statistical findings ● Excursion exercises as
● Measures of Central Tendency (from recent thesis, results from SWS surveys and the preparatory problem-
● Measures of Dispersion likes) and present before the class the figures and tables based activity
● Measures of Relative Position including interpretations and implications. Use this as
● Normal Distributions springboard to present the role of statistics in the world ● Group activities and
● Linear Regression and Correlation research works.
● Present real-life experiences or readings that requires
different statistical tools (mean, median, mode, standard ● Exercises 4.1, Excursion
deviations, regressions and the likes), figures and graphs
exercise and review exercises
and discuss specific uses and importance
in the book Mathematics in
● Use Microsoft Excel or SPSS and other available the Modern
computer software or technology as an aid in generating World as enrichment
the results of statistical tools. Maximize the potential of activities and extension
these tools to simplify the discussion. Less focus on activities
computational skills while giving more emphasis on
interpretation and giving relevant implications.

● Write action research applying different statistical

tools and present it in a formal oral defense

● Analyze outstanding financial reports, expenses

reports, grade point average reports of certain groups and
many others and present it before the class.

● Exposure to data gathering procedures, sampling

techniques and methods, determining sample sizes and etc.
12-15 V. LOGIC ● Present a logic problem featured in an LSAT or the ● Exercises in this chapter,
● Logic Statements and Quantifiers Law School Admission Test. Use sample problem review exercises for
● Truth Tables, Equivalent Statements number 29 on exercise set 5.6. Use this as point of enrichment activities and
and tautologies ● The Conditional and discussion and sharing
extension activities or
the Biconditional
● Give different statements/ propositions. From this assignments
● The Conditional and Related
Statements ● Symbolic Arguments activity, discussions about the parts of
statements/propositions and its truth values can be ● Journal writing
● Arguments and Euler Diagrams
made. Likewise, intro to truth table can be ● Research paper
● Present pen-tracing puzzles as a preparatory activity. From
this activity, allow students to trace the answer. This can now
be the point for discussion of the different terms and concepts

● Present different kinds of pictures of graphs (as

defined in this section and not as a typical graph as
define in algebra and/or in statistics) From this example,
allow students to identify from those graphs which are
connected, not connected, path, circuit, Hamiltonian etc.
This can be the way we

16-17 VI. MATHEMATICS OF GRAPHS ●∙Ask students to write in paragraph form the ● Tracing
● Graphs and Euler Circuits explanations on how they can generate their answers.
● Weighted Graphs (This is an effective way to develop skills in
● Planarity and Euler/s Formula communication and organization of ideas)
● Graph Coloring
● Artworks, and compilations of the different
applications of graphs.
18 VII. MATHEMATICAL SYSTEMS ● Presentation of pictures related to group theory as an ● Oral presentations and
● Modular Arithmetic introduction. Allow students to contribute insights on research works
● Applications of Modular Arithmetic those pictures
● Introduction to group Theory ● Exercises found in
● Discuss concepts on performing Clock Arithmetic, chapter 7 of Mathematics
finding a day of certain date and calculating time as an in the modern
introductory of the world by Aufmann,et al.

concept of congruence. ● Final Examinations

● Allow students to present research or oral presentation

on the concept of ISBN and UPC, credit card reading
and the idea of cryptology as applications of modular
arithmetic.

● Presentation of real-life pictures or videos showcasing

the idea of symmetry, reflections, inflections and
transformations and use this as a way to introduce the
concept of transformations.
● Lecture and discussion with focus on
application of the concepts of groups and its
properties.

● Presentation of Excursion work activities.

D. Learning Resources

● Textbook:
⮚ Richard Aufmann, et al, Mathematics in The Modern World, Rex Bookstore Inc.
● References/Readings:
⮚ John A. Adam, Mathematics in nature: Modelling Patterns in the Natural World, Princeton University Press, 2003
⮚ Jin Akiyama & Mari-Jo, Ruiz, Day’s Adventure in Math Wonderland, http://doi.org/10.1142/6864|April 2008
⮚ Richard Aufmann, et al, Mathematical Excursions, 3rd Edition, Custom Publication, 2003
⮚ Jonhson, David and B. Mowry, Mathematics,A Practical Odyssey, 8th Edition, Amazon
⮚ Sobecki, Bluman & Schirk-Matthews, Mathematics in our World ,
Amazon ∙ This syllabus is based on
https://ched.gov.ph/wp-content/uploads/2017/10/KWF-Mathematics-in-the-Modern-World.pdf

OTHER REQUIREMENTS AND ASSESSMENTS:

• Position Paper • Group Report (Case Study) • Long Quizzes • Assignment and Seatwork • Blog/Video Blog/Journal •
Investagrams Virtual Stocks Portfolio (www.investagrams.com)

GRADING SYSTEM and REQUIREMENTS Name of Instructor: Jean M. Cabaro

Attendance 10% Grade Equivalent: Class Schedule:

Class Works/Performance Task 30%
Project 20% 96 -100 –--- 1.0 74 - 79--------2.25 Office:
First Major Exam 20%
Second Major Exam 20%
92 - 95--------1.25 69 – 73-------2.5 Email Address: [email protected]
Total 100%
Passing Percentage 60% 88 - 91--------1.5 64 – 68-------2.75 Facebook Account: Jean Cabaro

84 - 87--------1.75 60 – 63-------3.0 Consultation hours: TH 12-2:00PM, 4-5PM, MW 12-

(Class works includes quizzes,
12:30PM, 4-5PM
assignments, class participation, or any 80 - 83--------2.0 BELOW 60% - -- 5.0
related activities)
This GEC 104 Syllabus is Prepared by:

Recommending Approval:

MAHID M. MANGONTARUM
Coordinator

Assistant Coordinators: SALMA N. MAROHOMBSAR, PhD

WARDAH M. BENT-USMAN Chairperson
DANIEL SANSON
FISAH P. CALI

Faculty Handling GEC104:

RODELITO M. ALDEMA
WARDAH M. BENT-USMAN
JEAN M. CABARO
FAISAH P. CALI
ASLAYN H. DATU-DACULA Approved by:
AMERAH M. DIBAGULUN
JEZER C. FERNANDEZ
MARY ANTONIETTE F. LOGRONIO
MAIDA B. MACABABAT
ROSELAINIE D. MACAPODI JOHNNY JIM S. OUANO. PhD
AMILA P. MACODI Dean
JANET B. MACOY
NORLAILAH M. MADID
MAHID M. MANGONTARUM
SALMA N. MAROHOMBSAR
MARIBETH B. MONTERO
RAICAH C. RAKIM
LUZVIMINDA T. RANARA
GLORIA A. ROSALEJOS

Date: August 10, 2022