MAED 202.

Mathematical Didactics

I. IDENTIFYING AND DESCRIPTIVE INFORMATION

A. Course Catalogue Description

1. Course Number: MAED 202
2. Course Title: Mathematical Didactics
3. Course Description: Pedagogical philosophies, principles and praxis in mathematics education
4. Prerequisite: None
5. Semester Offered: 1
6. Course Credit: 3 units
7. Number of Hours: 3 (class)
8. Course Goal: For the students to develop a working philosophy and practice in mathematical didactics

B. Rationale
Mathematical didactics is concerned with the principles and practice of teaching and learning mathematics.
As future (or current) teachers of mathematics, the students need to be able to develop a working philosophy in
teaching mathematics tempered from the different existing philosophies and principles. Coupled with actual
experiences and realities, the students need to acquire a deeper perspective of the profession, thus enabling them to
address the challenges that they will face in teaching school mathematics.

This will be a track course in the MS Mathematics curriculum under the Mathematics Education track.
Students from other tracks or degree programs can also take this course as an elective.

C. Course Outline

1. Course Learning Outcomes – Upon completion of the course, the students should be able to:

a) formulate a working philosophy in facilitating the learning of school mathematics;

b) discuss critically the impact of technology on learning mathematics;
c) analyze issues involving classroom management;
d) develop authentic assessment items as alternative to traditional assessment; and
e) demonstrate ability to teach school mathematics effectively and efficiently.

2. Course Mapping:
COURSE PROGRAM LEARNING OUTCOMES
LEARNING
OUTCOMES A B C D E
a) demonstrate a working philosophy in facilitating the
learning of school mathematics; D D D R R
b) discuss critically the impact of technology on learning
mathematics; D D D R

c) analyze issues involving classroom management; D D D R

d) develop authentic assessment items as alternative to
traditional assessment; and D D D R R
e) demonstrate ability to teach school mathematics
effectively and efficiently. D D D R R

3. Course Contents
Week Course Topics Teaching and Assessment No. of
No. Learning Learning Activity Tools Hours
Outcome
1-3 a I. Foundations of Mathematics Education Lecture/ Problem sets, 9
A. Philosophies in Mathematics Education Discussion/
 B. Psychology of learning Mathematics Journal reading/ Oral and
C. Other issues in the Foundations of Reports written
Mathematics Education reports

4-6 b II. Technology in Mathematics Education Lecture/ Problem Sets, 9

A. Principles in technology development Discussion/ Oral and
and adoption Journal reading/ written
B. Technology in Classroom Management Reports reports
and Lesson Delivery Systems: Flipped including
Classrooms research
C. Technology and Mathematics design
Education Research
7-9 c III. Classroom Management Lecture/ Problem Sets, 9
A. Learning Theories and Learning Styles Discussion/ Oral and
B. The Art of Questioning Journal reading/ written
C. Developing a Culture of Scholarship Reports reports
D. Facilitating for Transfer and Retention including
action
research
10-12 d IV. Assessment in Mathematics Lecture/ Problem Sets, 9
A. Essential Mathematical Competencies Discussion/ Oral and
B. Drivers of Assessments Journal reading/ written
C. Authentic/Transformative Assessment Reports reports
as/for/of Learning
D. Assessment Exemplars
13-16 a,b,c,d,e V. The Ideal Mathematics Teacher Demo Teaching/ Demo 12
Critiquing teaching
and critiquing
Total Number of Hours 48

4. Course Requirements:
Problem sets (developed and critiqued learning materials), oral and written reports, demonstration teaching and
critiquing

5. References:
Allen, Barbara (ed.). (2003). Mathematics Education. Routledgefalmer.
Bishop, Allen J. (2009). Mathematics Education. Routledge.
English, Lyn and Halford, Graeme. (1995). Mathematics Education: Models and Processes. Lawrence Erlbaum
Associates.
Ernest, Paul. (1991). The Philosophy of Mathematics Education. Routledgefalmer.
Francois, Karen (ed.). (2002). Philosophical Dimensions in Mathematics Education. Springer.
Johnston-Wilder, Sue and Mason, John. (2004). Fundamental Constructs in Mathematics Education. Taylor and
Francis Group.
Kilkpatrick, Jeremy, et. al., (eds.). (2010). Meanings in Mathematics Education. Springer.
Skovsmose, Ole. (2011). An Invitation to Critical Mathematics Education. Sense Publishers.
Sriraman, Bharath and English, Lyn (eds.). (2009). Theories of Mathematics Education (Advances in
Mathematics Education). Springer.
Yoong, Wong Khoom et. al., (eds.). (2009). Mathematics Education: The Singapore Experience. World
Scienctific Publishing Company.

Learning Resource platform: Edmodo.com (lock code: 6z5urc)

6. Lifelong Learning Opportunities:
Through this course, the student will develop a working philosophy in facilitating the learning of school
mathematics. The course will also hone the students’ skills in developing assessment materials, which is crucial in
their role as teachers. Furthermore, their ability to critically analyze a mathematics curriculum will be developed in
this course. This will enable them to be critical of future innovations in mathematical didactics. Finally, it is hoped
that the students will become ideal mathematics teachers contributing greatly to the development of mathematical
literacy in the workforce and in social circles.

7. Course Evaluation:
Student performance will be assessed based on the following:
Course Learning Assessment Task Minimum Average for Satisfactory Performance
Outcomes
a Problem set, Oral and written reports 80% of students should get at least 80% rating
b Problem set (development of learning 80% of students should get at least 80% rating
materials), Oral and written reports
c Problem set, Oral and written reports 80% of students should get at least 80% rating
d Problem set, Oral and written reports 80% of students should get at least 80% rating
e Problem set (development of 80% of students should get at least 80% rating
assessment items), Oral and written
reports

8. Grading System:
Problem sets 40 pts
Oral and written reports 30 pts
Demonstration teaching 30 pts
Total 100 pts

The final grades will correspond to the total accumulated points as shown below
Final Grade Rating in %

1 96 – 100
1.25 92 – 95
1.5 88 – 91
1.75 84 – 87
2 80 – 83
2.25 75 – 79
2.5 70 – 74
2.75 65 – 69
3 60 – 64
4 55 – 59
5 0 – 54