St. La Salle Institute of Graduate Studies (SIGS)
Master in Teaching Mathematics in Basic Education
(Non-Thesis, MTMTHBE)
This is a non-thesis program that aims to enhance the content knowledge and pedagogical content knowledge of basic education mathematics teachers. Graduates of the program are expected to be able to follow the latest developments in the teaching of basic mathematics from K-10. To earn the MTMTHBE degree, the student is required to write a project paper (an action research) and present this in an oral examination.
PROGRAM LEARNING OUTCOMES
- Equip the students with the necessary knowledge and skills in the design of a curriculum, instruction and assessment of learning mathematics at the elementary and secondary levels (K-10).
- Enhance the problem solving, reasoning and metacognitive skills of teachers;
- Develop the ability to prepare pedagogical plans for any mathematics/science topic at the elementary and secondary levels using problem solving pedagogy and other appropriate strategies;
- Develop their ability to do classroom based research on mathematics/science education;
- Equip them with an understanding of how schoolchildren develop mathematical/scientific thinking as explained in the contemporary theories of teaching and learning mathematics/science and make pedagogical decisions based on those theories.
ADMISSION REQUIREMENTS
MTMBE participants should have a bachelor’s degree in education with a grade point average of 2 (B-) or above in the undergraduate field of study or be licensed teachers. They should be nominated by their respective schools according to the following criteria:
- have taught basic mathematics for at least one year
- not more than 50 years old.
PROGRAM REQUIREMENTS
| Advanced Writing Courses | 6 units |
| Basic Courses | 9 units |
| Major Courses | 15 units |
| Cognate/Elective Courses | 6 units |
| Integrating Courses | 6 units |
| Written Comprehensive Examination | 0 units |
| Oral Comprehensive Examination (capstone project) | 0 units |
| Research Dissemination | 0 units |
| Total | 36 units |
Written Comprehensive Examination
The WCE is the final check on the student’s competency in both pedagogy and his/her major field. Hence, the student takes the WCE in two tranches: the first part is on pedagogical knowledge and the second part is on the content knowledge.
Oral Comprehensive Examination
The student presents and defends his/her research work to a panel. The research, or the capstone project for the program, is done during enrollment in the Graduate Seminar course. A manuscript of the completed work must be submitted to the panel members prior to defense.
Research Dissemination
The student must have at least 1 poster/paper presentation of action research capstone project in an international or national conference within his residency in the program.
PROGRAM CURRICULUM
Advanced Academic Writing Courses (Bridging)
Advanced Technical Reading and Writing 1 (ENG501M) 3 units
The first part of an intensive English academic reading and writing course, focuses on the review of basic reading and writing course, focuses on the review of basic reading and writing skills and their application in the preparation of short academic papers such as definitions and descriptions, and non-prose forms. It emphasizes the mastery of active reading strategies, the effective use of rhetorical and organizational features of academic writing and proper documentation.
Advanced Technical Reading and Writing 2 (ENG502M) 3 units
The second part of an intensive English academic reading and writing course, focuses on the writing of data commentary and the various parts of a research report, with emphasis on the different rhetorical moves and the linguistic features that realize these moves. The course continues to emphasize the observance of integrity in writing and research.
BASIC COURSES
Teaching of Statistics (SCX640M) 3 units
This is a study on how to teach statistics at the high-school level with emphasis on the interpretation and understanding of concepts rather than computation. It also focuses on the analysis of research-based studies that address how high school students learn and make sense of statistics and how they make connections to other topics in mathematics. It introduces the students to activities that would lead to the development of a framework on how to develop students’ conceptual understanding of the major ideas in inferential statistics.
Action Research Methods (SCX810M)
This course deals primarily with the current trends in research in mathematics education which are classroom based. It helps the students acquire the skills necessary to design mathematics education research that applies alternative paradigms. These include qualitative research paradigms like ethnography, case studies and phenomenography. It familiarizes the students with the issues on these current trends in school mathematics research. It provides the students an opportunity to write a project paper using either qualitative or quantitative research but preferably those that apply the classroom-based research designs. It requires the students to come up with a proposal for an action research.
History and Philosophy of Mathematics (SCX517M)
This is a study of the history of mathematics with emphasis on studying historical texts and materials to bring students close to the experience of mathematical discovery and to initiate them into the way mathematics is practiced thereby transforming their epistemological concepts of mathematics. It also focuses on the possible ways of integrating history in the teaching of different topics in mathematics enabling the student to understand the connection of mathematics with other disciplines, to see that mathematics has developed, and to comprehend that the same concept can appear in a variety of ways and context. It introduces the students to an array of mathematicians with special focus on a few women mathematicians and their participation in the development of mathematics.
MAJOR COURSES
Seminar on Problem Solving (SCX620M)
This is a course on the teaching and assessment of reasoning and problem solving skills at the elementary level. Problem solving pedagogy is used to show how children develop higher order thinking skills at these levels. Principles of the Cognitively Guided Instruction and other reform movements will be employed. Topics include the teaching and assessment of reasoning and problem solving, heuristics of reasoning and problem solving, problem posing, decision making, communicating in mathematics, generalizing patterns and relationships, number sense, measurements, and number theory, a collection of selected strategy games, non-routine problems, problem cards, and game boards.
Teaching of Algebraic Functions (SCX620M)
This course focuses on the multiple ways of representing mathematical ideas to develop conceptual understanding of functions. A broad range of teaching styles is used, which includes engaging students in problems involving real data. Topics include functions and change, linear functions, domain and range of a function, inverse function, operations on functions, piecewise defined functions, absolute value function, exponential and logarithmic functions, transformations of functions and their graphs, polynomial and rational functions.
Teaching of Euclidean Geometry (SCX630M)
This course presents concepts visually, makes students explore ideas analytically, then inductively and deductively to build deep understanding of geometric concepts. Investigative approach is used to help students discover geometric properties and lead them to the formal way of verifying these properties. Contemporary educational research on how geometric thinking develops during adolescence serves as basis for the pedagogy used in this course. Aside from the patty paper geometry, computer technology using geometer sketchpad is also used. Topics include reasoning in geometry, using tools of geometry, discovering and proving triangle properties, polygon properties, circle properties, Pythagorean theorem and solids. Topics on transformations and tessellations are optional.
Teaching of Calculus 1 (SCX651M)
This course focuses on the development of conceptual understanding of the limits of a function, continuity of a function, derivatives of a function and their application to real life problems. A broad range of teaching styles will be used to model the concepts. Aside from the use of multiple representations, technology will be used to simulate problem situations. Topics on derivatives include derivative and rates of change, basic differentiation rules, derivatives of algebraic functions, derivatives of trigonometric functions and other transcendental functions, implicit differentiation, Newton’s methods and applied maximum-minimum problems.
Teaching of Calculus 2 (SCX652M)
This course focuses on the development of conceptual understanding of antiderivatives of algebraic, trigonometric and inverse trigonometric functions, logarithmic and exponential functions, definite integrals and its applications. A broad range of teaching styles will be used to model the concepts. Aside from the use of multiple representations, technology will be used to simulate problem situations.
INTEGRATING COURSES
Action Research Writing (SCX820M)
This is a three-unit course wherein the students are expected to conduct an action research, write their research results, and make a public presentation of their results. This is in preparation for their written comprehensive examination and oral comprehensive examination.
Assessment of Cognitive Functioning & Process Skills (SCX557M)
This is a 3-unit course for Masters students of the Science Education Department major in Mathematics. It covers the planning and designing of instruments for the assessment of mathematical cognition and problem-solving skills. The principles and processes involved in construction of problem-based tests from conceptualization, writing revision and refining of items, to gathering evidences of validity and readability of the test are included.
COGNATE/ELECTIVE COURSES
Contemporary Theories on Teaching and Learning Mathematics (SCX535M)
This is a three unit course on the contemporary theories on learning mathematics that influence the design of curriculum, instructional strategies and assessment of learning mathematics. It starts with the current issues on the teaching of mathematics at different levels and how these issues were dealt with by the reform movements on mathematics education in different parts of the world. Focus is given to the teaching-learning processes that are constructivistic in nature as advocated by the Cognitively Guided Instruction (CGI), Transformative Learning and Learner Centered Pedagogy by the American Psychological Association. Students learn how to make a pedagogical plan, implement the plan and assess learning.
Use of Technology in Teaching Mathematics (SCX713M)
This course is designed to expose the student to the use of educational technology as a tool for teaching mathematics. This course also intends to familiarize the students with the use of indigenous materials, hand held technology, Computer-Assisted Instruction (CAI), and other information and computer technology and related issues and concerns about their use in mathematics instruction.