Course Code

MC MATH 19: RESEARCH IN MATHEMATICS

and Title:
BSED Mathematics 3rd Year
Block A
8:00 AM – 12:00 NN
Saturday
Term Second Semester, S.Y. 2021 - 2022 Class Schedule
BSED Mathematics 3rd Year
Block B
1:00 PM – 5:00 PM
Saturday
Credit 4-unit lecture Pre-Requisite/s None
Course
Second Semester, S.Y. 2021 - 2022 Type of course Lecture
Placement
Consultation
College: SAN JOSE COMMUNITY COLLEGE Faculty JENALYN T. CARDANO Saturday, 6: 00 pm - 8: 00 pm
Hours
Department: EDUCATION DEPARTMENT Contact Details [email protected]
BACHELOR OF SECONDARY College CLEOTILDE BOHOLANO,
Program: EDUCATION Dean MA. ISABEL PENA GABITO, ED.D Administrator Ed.D.
MATHEMATICS

Course Description:

The course aims to prepare prospective mathematics teachers to undertake an undergraduate research project. It entails exposure to various theories and trends in Mathematics
education and research culled from actual action research projects. It gives students the opportunity to conduct research that address problems, issues, and concerns in mathematics
teaching and learning showcasing research skills, knowledge of research ethical standards, as well as mathematical content and processes.

Course Learning Outcomes:

At the end of the course, the students should be able to:

A. Demonstrate analytical skills in critiquing reported action research with respect to research processes and teaching and learning issues and trends embedded therein;

B. Show insightful understanding of the role of research in improving mathematics education by evaluating and reflecting current learning and teaching practices/issues in the
Philippines and conceptualizing relevant research project;

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 C. Show competence in the application of research skills and ethical standards in carrying out an action research project intended to improve teaching and learning mathematics;

D. Use ICT tools and basic principles of oral presentation in communicating action research results.

Course Outline:

Specific Learning Performance Assessment Time

Learning Content Instructional Delivery Instructional Resources
Outcomes Standard Tasks/Outputs Allotment

At the end of the 1. Orientation to:

session, the students a. Vision, Mission, Goals &
will be able to: Objectives of San Jose E-copies of the VMGO and Course Syllabus
Community College. Quality Policy of San Jose 90 % of the students
Recognize the a. Course Objectives, Community College can contribute to the
KWL Chart 2 hours
importance of the Content, Expectations goal setting of the
attainment of the and Requirements of course and submit the
learning outcomes of the Course KWL Chart
San Jose Community
College

● Self - Directed
At the end of the Arthur, J., Waring, M., Coe,
Learning (modules
lesson/s, the • The Purposes of R., & Hedges, L.V. (2012). 80 % of students
are posted in the Formative
students should be able Educational Research methods and acquired the learning
Google classroom) Assessment:
to: Research methodologies in education. content by submission
● Interactive Discussion Class participation
• identify various California: Sage Publications. of the assessment
via Messenger or via
purposes of • Types of tasks and/or outputs.
Google Meet messenger/gmeet
writing a research Educational Ary, D., Jacobs, L.C.,
● Individual Activity
paper Research Designs Sorensen, C., & Razavieh, A. 4 hours
Sheet Performance
(2010). Introduction to
- The students are Assessment:
• discuss the research in education.
asked to answer some
importance of California: Wadsworth
drills individually. Filled-out Concept
research in educational Cengage Learning.
Map /
setting
For No Connectivity Spider Map
Creswell, J. W. (2012).
Printed Modules and reading
• identify different Educational research:
materials
types of research Planning, conducting and

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 • Designs evaluating quantitative and
qualitative research. Boston:
Pearson Education.

1. Curated lecture
materials;

2. Lecture videos;

3. Prepared Lecture
presentation (pdf/ppt)

Formative
Arthur, J., Waring, M., Coe, Assessment:
R., & Hedges, L.V. (2012). 80 % of students Class participation
Research methods and acquired the learning via
At the end of the ● Self - Directed methodologies in education. content by submission messenger/gmeet
lesson/s, the Learning (modules California: Sage Publications. of the assessment
students should be able are posted in the tasks and/or outputs. Performance
to: Google classroom) Ary, D., Jacobs, L.C., Assessment:
Sorensen, C., & Razavieh, A.
• identify various • The use of ● Interactive Discussion (2010). Introduction to Application Card
theories Mathematics research in via Messenger or research in education. (In the application
teaching and learning validating theories Google Meet California: Wadsworth card, the students
(these theories can be and establishing Cengage Learning. will write down at
4 hours
utilized as anchor trends in ● Individual Activity least one real-
theories for writing a addressing issues Sheet Creswell, J. W. (2012). world application
research) in Mathematics - The students are Educational research: for what they have
• identify trends and Education asked to answer some Planning, conducting and just learned. This
issues in reported action drills individually. evaluating quantitative and will determine how
research qualitative research. Boston: well the students
• identify trends and For No Connectivity Pearson Education. can apply the
issues in Mathematics Printed Modules and reading theory to address
teaching and learning materials 1.Curated lecture materials; the issue/problem.
2. Lecture videos; In this context,
3. Prepared Lecture application card
presentation (pdf/ppt) will be used as an
assessment rather

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 than a TLA. The
students’ outputs
(cards) are the
evidence of
students learning.

Arthur, J., Waring, M., Coe,

R., & Hedges, L.V. (2012). 80 % of students
Research methods and acquired the learning
At the end of the
methodologies in education. content by submission
lesson/s, the
● Self - Directed California: Sage Publications. of the assessment
students should be able
Learning (modules tasks and/or outputs.
to:
are posted in the Ary, D., Jacobs, L.C.,
Formative
Google classroom) Sorensen, C., & Razavieh, A.
• identify basic Assessment:
● Interactive Discussion (2010). Introduction to
ethical Class participation
via Messenger or research in education.
considerations via
Google Meet California: Wadsworth
in educational • Ethical Issues in messenger/gmeet
● Individual Activity Cengage Learning.
research Educational 2 hours
Sheet
Research Performance
- The students are Creswell, J. W. (2012).
• discuss ethical Assessment:
asked to answer some Educational research:
considerations
drills individually. Planning, conducting and
and issues in Retrieval
evaluating quantitative and
research in Information Chart
For No Connectivity qualitative research. Boston:
Mathematics
Printed Modules and reading Pearson Education.
teaching and/or
materials
learning
Mathematics
1.Curated lecture materials;
2. Lecture videos;
3. Prepared Lecture
presentation (pdf/ppt)
At the end of the ● Self - Directed Formative
lesson/s, the students Fundamental research Learning (modules Arthur, J., Waring, M., Coe, Assessment:
should be able to: process are posted in the R., & Hedges, L.V. (2012). 80 % of students Class participation
and Action research Google classroom) Research methods and acquired the learning via 4 hours
• discuss the basic process ● Interactive Discussion methodologies in education. content by submission messenger/gmeet
framework of via Messenger or California: Sage Publications. of the assessment
fundamental/basic Google Meet tasks and/or outputs. Performance

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research process vs. Identifying Research ● Individual Activity Ary, D., Jacobs, L.C., Assessment:
action research process Phenomenon Sheet Sorensen, C., & Razavieh, A.
- The students are (2010). Introduction to Similarities and
• identify the procedure asked to answer some research in education. Differences T-
done in each step drills individually. California: Wadsworth Chart
based on the sample Cengage Learning.
reported action For No Connectivity Double Entry Chart
research article Printed Modules and reading Creswell, J. W. (2012).
materials Educational research:
• differentiate research Planning, conducting and
process between evaluating quantitative and
conducting qualitative research. Boston:
fundamental/basic Pearson Education.
research and action
research
1. Curated lecture
• identify research materials;
phenomena in the 2. Lecture videos;
current teaching and 3. Prepared Lecture
learning practices in presentation (pdf/ppt)
Mathematics

• discuss the
phenomena
(issues/problems/practi
ces) that can be
addressed by
conducting research to
improve teaching and
learning Mathematics

At the end of the ● Self - Directed Formative

lesson/s, the Research Question/s Learning (modules Arthur, J., Waring, M., Coe, Assessment:
students should be able Development are posted in the R., & Hedges, L.V. (2012). 80 % of students Class participation
to: Google classroom) Research methods and acquired the learning via 4 hours
• generate possible Theoretical Framework ● Interactive Discussion methodologies in education. content by submission messenger/gmeet
research Development via Messenger or California: Sage Publications. of the assessment tasks
questions from the Google Meet and/or outputs. Performance

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research ● Individual Activity Ary, D., Jacobs, L.C., Assessment:
phenomenon identified Sheet Sorensen, C., & Razavieh, A.
• select relevant and - The students are (2010). Introduction to Set of Research
appropriate asked to answer some research in education. Questions
research questions that drills individually. California: Wadsworth
can be Cengage Learning. Theoretical
interest of study For No Connectivity Framework Outline
• develop research Printed Modules and reading Creswell, J. W. (2012).
questions materials Educational research:
• discuss the relevance Planning, conducting and
and
evaluating quantitative and
appropriateness of the
theoretical qualitative research. Boston:
perspectives the Pearson Education
researchers
1.Curated lecture materials;
2. Lecture videos;
3. Prepared Lecture
presentation (pdf/ppt)

Arthur, J., Waring, M., Coe,

● Self - Directed R., & Hedges, L.V. (2012).
At the end of the Research methods and 80 % of students
Learning (modules
lesson/s, the methodologies in education. acquired the learning
are posted in the
students should be able California: Sage Publications. content by submission Formative
Google classroom)
to: of the assessment Assessment:
● Interactive Discussion
Ary, D., Jacobs, L.C., tasks and/or outputs. Class participation
via Messenger or
• identify relevant and Sorensen, C., & Razavieh, A. via
Google Meet
appropriate literature (2010). Introduction to messenger/gmeet
● Individual Activity
and studies on the Literature Reviews research in education. 4 hours
Sheet
research problem/s California: Wadsworth Performance
- The students are
identified Cengage Learning. Assessment:
asked to answer some
drills individually.
• collect literature and Creswell, J. W. (2012). Literature Review
studies relevant to the Educational research: Outline
For No Connectivity
research problem/s
Printed Modules and reading Planning, conducting and
identified
materials evaluating quantitative and
qualitative research. Boston:

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 Pearson Education

1.Curated lecture materials;

2. Lecture videos;
3. Prepared Lecture
presentation (pdf/ppt)

Arthur, J., Waring, M., Coe,

R., & Hedges, L.V. (2012). 80 % of students
Research methods and acquired the learning
methodologies in education. content by submission
California: Sage Publications. of the assessment
● Self - Directed tasks and/or outputs.
Learning (modules Ary, D., Jacobs, L.C.,
are posted in the Sorensen, C., & Razavieh, A. Formative
At the end of the Google classroom) (2010). Introduction to Assessment:
lesson/s, the ● Interactive Discussion research in education. Class participation
students should be able via Messenger or California: Wadsworth via
to: Google Meet Cengage Learning. messenger/gmeet
● Individual Activity
Literature Review Writing 4 hours
• synthesize relevant Sheet Creswell, J. W. (2012). Performance
and appropriate - The students are Educational research: Assessment:
literature and studies asked to answer some
Planning, conducting and
on the research drills individually.
evaluating quantitative and Literature Review
problem/s identified
qualitative research. Boston: Manuscript
For No Connectivity
Printed Modules and reading Pearson Education
materials
1.Curated lecture materials;
2.Lecture videos;

3. Prepared Lecture
presentation (pdf/ppt)

MIDTERM EXAMINATION 2 hours

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At the end of the Arthur, J., Waring, M., Coe,
lesson/s, the Samples, Validity and R., & Hedges, L.V. (2012).
students should be able Reliability Research methods and 80 % of students
to: methodologies in education. acquired the learning
Data gathering procedure California: Sage Publications. content by submission
• identify of the assessment
samples, Ary, D., Jacobs, L.C., tasks and/or outputs.
sampling Sorensen, C., & Razavieh, A.
technique that ● Self - Directed (2010). Introduction to Formative
is appropriate to Learning (modules research in education. Assessment:
the research are posted in the California: Wadsworth Class participation
study Google classroom) Cengage Learning. via
• discuss validity ● Interactive Discussion messenger/gmeet
and reliability via Messenger or Creswell, J. W. (2012).
• identify data to Google Meet Educational research: Performance
be gathered ● Individual Activity Planning, conducting and Assessment:
• identify sources 4 hours
Sheet evaluating quantitative and
of data - The students are Research
qualitative research. Boston:
• identify asked to answer some Methodology
appropriate Pearson Education
drills individually. Outline
procedure of
data gathering 1.Curated lecture materials;
For No Connectivity Data Gathering
(based on the 2.Lecture videos;
Printed Modules and reading Procedure
data to be materials Matrix
3.Prepared Lecture
gathered)
• utilize presentation (pdf/ppt)
appropriate ICT
tools in
gathering data

At the end of the ● Self - Directed Formative

lesson/s, the students Learning (modules Arthur, J., Waring, M., Coe, Assessment:
should be able to: Research Instrument are posted in the R., & Hedges, L.V. (2012). 80 % of students Class participation
4 hours
Development Google classroom) Research methods and acquired the learning via
• identify appropriate ● Interactive Discussion methodologies in education. content by submission messenger/gmeet
research instrument to via Messenger or California: Sage Publications. of the assessment

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be utilized to gather Google Meet tasks and/or outputs. Performance
data ● Individual Activity Ary, D., Jacobs, L.C., Assessment:
• identify the Sheet Sorensen, C., & Razavieh, A.
appropriateness of - The students are (2010). Introduction to Developed
adapting and/or asked to answer some research in education. Research
adopting research drills individually. California: Wadsworth Instrument
instrument Cengage Learning.
• discuss the For No Connectivity
characteristics of good Printed Modules and reading Creswell, J. W. (2012).
research instrument materials Educational research:
• develop research Planning, conducting and
instrument appropriate
evaluating quantitative and
to their research
study qualitative research. Boston:
Pearson Education

1.Curated lecture materials;

2.Lecture videos;

3.Prepared Lecture
presentation (pdf/ppt)

● Self - Directed
Learning (modules Arthur, J., Waring, M., Coe,
are posted in the R., & Hedges, L.V. (2012). 80 % of students
Google classroom) Research methods and acquired the learning Formative
At the end of the ● Interactive Discussion methodologies in education. content by submission Assessment:
lesson/s, the students via Messenger or California: Sage Publications. of the assessment Class participation
should be able to: Google Meet tasks and/or outputs. via
● Individual Activity Ary, D., Jacobs, L.C., messenger/gmeet
Collecting Data Sorensen, C., & Razavieh, A. 4 hours
• gather relevant Sheet
information / data - The students are (2010). Introduction to Performance
with intellectual asked to answer some research in education. Assessment:
honesty drills individually. California: Wadsworth
Cengage Learning. Gathered data
For No Connectivity
Printed Modules and reading Creswell, J. W. (2012).
materials Educational research:

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 Planning, conducting and
evaluating quantitative and
qualitative research. Boston:
Pearson Education

1.Curated lecture materials;

2.Lecture videos;

3. Prepared Lecture
presentation (pdf/ppt)

Arthur, J., Waring, M., Coe,

R., & Hedges, L.V. (2012). 80 % of students
Research methods and acquired the learning
methodologies in education. content by submission
At the end of the ● Self - Directed California: Sage Publications. of the assessment
lesson/s, the Learning (modules tasks and/or outputs.
students should be able are posted in the Ary, D., Jacobs, L.C., Formative
to: Google classroom) Sorensen, C., & Razavieh, A. Assessment:
• identify various ● Interactive Discussion (2010). Introduction to Class participation
statistical tools via Messenger or research in education. via
used in data analysis Google Meet California: Wadsworth messenger/gmeet
• The use of ● Individual Activity Cengage Learning.
4 hours
• select statistical tool statistical tools Sheet Performance
appropriate - The students are Creswell, J. W. (2012). Assessment:
to be used asked to answer some Educational research:
• utilize a software drills individually. Planning, conducting and Generated data
(SPSS, JASP, evaluating quantitative and from the software
PSPP, etc) to run the For No Connectivity qualitative research. Boston: used
data Printed Modules and reading
Pearson Education
Gathered materials
1.Curated lecture materials;
2.Lecture videos;

3. Prepared Lecture
presentation (pdf/ppt)

Page 10 of 14
At the end of the ● Self - Directed 80 % of students
Formative
lesson/s, the Learning (modules acquired the learning
Assessment:
students should be able are posted in the content by submission
Class participation
to: Google classroom) of the assessment
via
● Interactive Discussion tasks and/or outputs.
messenger/gmeet
• identify trends and via Messenger or
patterns in action Google Meet
Data Analysis Performance
research data ● Individual Activity
Assessment: 6 hours
• examine the data Sheet
Report Writing
under - The students are
Analyzed data
study/investigation asked to answer some
• analyze results of drills individually.
Draft of the full-
data
report of the
For No Connectivity
Action Research
• write a clear research Printed Modules and
Paper
report reading materials
● Self - Directed
Learning (modules 4. Curated lecture
Formative
are posted in the materials; 80 % of students
Assessment:
Google classroom) acquired the learning
Class participation
● Interactive Discussion 5. Lecture videos; content by submission
At the end of the via
• Summative via Messenger or of the assessment
lesson/s, the messenger/gmeet
Assessment Google Meet Prepared Lecture presentation tasks and/or outputs.
Students should be
• Reporting Results ● Individual Activity (pdf/ppt)
able to: Performance 4 hours
• (Presentation of the Sheet
Assessment:
action - The students are
• present a clear
• research paper) asked to answer some
research report Analyzed data
drills individually.
Full-Blown Action
For No Connectivity
Research Paper
Printed Modules and reading
materials
FINAL EXAMINATION 2 hours

Course Requirements:
Type of Requirements Specific Requirements Modality of Submission Due Date
Midterm Examination Oral Comprehensive TBA
Tests and Examinations
Final Examination Oral Comprehensive TBA

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 Activity/Problem Solving Worksheets Activity/Problem Solving Worksheets Thru: email and/or snail mail TBA

Course Assessment:
System of Computing Grades :

Attendance and Class Participation – 20%

Examination (Midterm/Final Examination) – 40%
Written/Activity Outputs/Performance Tasks – 40%

Midterm Grade = Attendance and Class Participation (20%) + Midterm Examination (40%) + Written/Activity Outputs/Performance Tasks (40%)

Tentative Final Grade = Attendance and Class Participation (20%) + Final Examination (40%) + Written/Activity Outputs/Performance Tasks (40%)

Final Grade = Mid-term grade (1/3) + [(Tentative Finals x 2) + Midterm]/3

References:

Arthur, J., Waring, M., Coe, R., & Hedges, L.V. (2012). Research methods and methodologies in education. California: Sage Publications.

Ary, D., Jacobs, L.C., Sorensen, C., & Razavieh, A. (2010). Introduction to research in education. California: Wadsworth Cengage Learning.

Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Boston: Pearson Education.

Martella, R.C., Nelson, J.R., Morgan, R.L., & Martella-Marchand, N. (2013). Understanding and interpreting educational research. New York: The Guilford Press.

McMillan, J.H. (1996). Educational research: Fundamentals for the consumer. New York: Harper Collins Publishers. Opie, C. (2011). Doing educational research. Retrieved from
eric.ed.gov

Postlethwaite, T.N. (2005). Educational research: basic concepts and terminology. Retrieved from www.sacmeq.org DOI: iiep/web doc/2005.01Course Policies:

Academic Integrity Policy:

For this course, the Honor Code is that there will be no plagiarizing on written work and no cheating on exams. Proper citation must be given to authors whose
works were used in the process of developing instructional materials and learning in this course. If a student is caught cheating on an exam, he or she will be given zero
marks for the exam. If a student is caught cheating twice, the student will be referred to the Office of Dean and be given a failing grade in accordance with the guidelines
as stated in the SJCC Students Handbook.

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Policies on Absences and Tardiness:
According to CHED policy, the total number of absences by the students should not be more than 20% of the total number of meetings or 7 Hours for a two-unit-
course. Students incurring more than 7 hours of unexcused absences automatically get a failing grade regardless of class standing. This policy is applicable only for
residential (face-to-face) mode of instruction delivery.

Language of Instruction:
The language of Instruction is English. Students are expected to use English in their outputs and reports.

Use of the Learning Management System:

The Google Classroom will be used as the primary course site for this course. However, mobile applications on Mathematics will also be part of the learning delivery
for those who have slow connectivity to no connectivity. It will be useful for those with difficulty accessing the virtual classroom, therefore, those apps provide tutorials and
other study tools for the subject matter.

For students with zero internet connectivity, communications will be via phone and submissions will be through Mail or Drop Box.

Special/Make-Up Quiz/Examinations/Work:
Make-Up on the examination will be given to students with valid reasons. Students are allowed to inform the subject professor for rescheduling of exam two (2)
days prior to the schedule. No show or response will be considered as forfeited and will obtain a failing mark. A written letter signed by the parents and/or guardian is
needed to reconvene such examination.

Submission of Laboratory Outputs/Paper Reports

All course requirements such as activity/problem solving worksheets/videos can be send thru LMS (Google Classroom) or it can be send via email
([email protected]). The requirements can also be submitted via snail mail or drop it off at the Education Department drop box with a proper label and details.
Late submission will earn 2 points deduction per week.

Dress and Grooming Codes:

All students are expected to wear uniforms during face-to-face meetings. Should there be a synchronous activity through online platforms (e.g., Google Meet, Zoom,
etc.) a proper attire is expected among participants.

Advising and Support:

Consultation schedule for this course are as follow:
a. Online: Weekdays (5:30 pm to 7:00 pm)
b. Onsite (Face-to-face) consultation is by appointment basis, please set an appointment at least a day before your intended date of consultation. Health

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 and Safety protocols will be strictly implemented.

Caveat: Issues and matters not stated in this syllabus that are important for this course should be consulted with the course Instructor.

Prepared by: Reviewed by: Approved:

JENALYN T. CARDANO
Ma. ISABEL P. GABITO, EdD THERESA BUSTAMANTE, EdD

Course Instructor Dean, Education Department College Administrator

Date

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