LINEAR ALGEBRA

Philippine Normal University

The National Center for Teacher Education
Taft Avenue, Manila

Nurturing Innovative Teachers and Education Leaders

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PNU Vision-Mission

PNU shall become internationally recognized and nationally

responsive teacher education university. As the established producer
of knowledge workers in the eld of education, it shall be the
primary source of high-quality teachers and education managers
that can directly inspire and shape the quality of Filipino students
and graduates in the country and the world.

PNU is dedicated to nurturing innovative teachers and education

leaders.

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PNU Quality Policy

As the National Center for Teacher Education, the Philippine

Normal University commits to provide leadership in teacher
education and nurture innovative teachers and education leaders
imbued with valued of truth, excellence, and service. We commit to
the continual growth of the University through the compliance with
international Quality Standards and statutory and regulatory
requirements. We shall achieve this through our core functions of
instruction, research, extension, and production.

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Course Description

This 3-unit course introduces students to eective curriculum

design and instructional planning in secondary mathematics. This
course includes concepts, principles, elements and models of
curriculum, a survey curriculum development in the Philippines, an
examination of the goals of K to 12 secondary mathematics
curriculum, and instructional planning to meet the goals of the
current curriculum.

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Program Specialization Outcomes

Theories in the discipline

Manifests understanding of the nature and philosophy of
mathematics and how students learn mathematics.

Disciplinal Content
Demonstrate competence in the content and language of
mathematics.

Method of Inquiry
Apply appropriate methods of inquiry in conducting researches in
mathematics and mathematics education

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Program Specialization Outcomes

Pedagogical Content Knowledge

Demonstrate prociency and mastery in applying appropriate
principles, strategies, techniques, and technology in teaching
mathematics and in assessing learning.

Applied Knowledge
Demonstrate how mathematical knowledge can be relevant in
contemporary life.

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Curriculum Dened/Described

the learning experiences and intended outcomes formulated

through systematic reconstruction of knowledge and
experiences, under the auspices of the school for the learners'
continuous and wilful growth in personal-social competencies;
the cumulative tradition of organized knowledge (Tanner, D. &
Tanner, L.)
a plan for learning (Taba, H.); a course study on a specic
topic; includes all the learning experiences of students as
planned and directed by the school to attain its educational
goals (Tyler) or for which the school assumes responsibilities
(Popham & Baker)

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Curriculum Dened/Described

that which is taught in school; set of subjects, materials and

performance objectives; everything that goes on within the
school, including extra-class activities, guidance and
interpersonal relationships in the school (Oliva)
a structured set of intended learning outcomes that come in
the form of knowledge, skills and values; aected by important
factors of program philosophy, goals, objectives, and evaluation

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Other Curriculum Conceptions/Relevant Concepts

Curriculum as a FACT
Focuses on the process of socialization or the acquisition of
particular knowledge, skills, and values which a teacher transmits to
students to prepare them for the adult world (Scott & Gough);
views curriculum as a cumulative tradition of organized knowledge
which focuses more on subject matter, whose primary source of
curriculum content is the dierent academic disciplines; aims at
cultivating the intellect as well as the cognitive development

Curriculum as a PRACTICE
Focuses not simply on the acquisition of knowledge but more on
how it is collectively "discovered" and produced by both teachers
and pupils and on how the school subjects and students abilities

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Other Curriculum Conceptions/Relevant Concepts

Curriculum as a MEANS TO ATTAIN SELF-ACTUALIZATION

Aims at the development of the learner to the fullest extent by
considering their needs, interest, and abilities, on which the
curriculum content is largely based.

Curriculum as a COGNITIVE PROCESS

Intends to sharpen students' intellectual process and develop
cognitive skills for studying virtually anything (Eisner & Valance);
subject matter is used to develop skills in inferring, speculating,
deducing, analyzing, which are expected to continue long after the
content is forgotten; focuses on students' learning processes rather
than the social context.

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Other Curriculum Conceptions/Relevant Concepts

Curriculum Focused on TECHNOLOGY

Seeks to make learning systematic and ecient.

Curriculum as Having SOCIAL RELEVANCE

Includes the idea that social reconstruction is needed in the midst
of conicts, poverty and hunger, environmental abuse, racial
discrimination, political oppression that prevail in many societies;
believes that learners have to gain skills in living in a changing world

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Other Curriculum Conceptions/Relevant Concepts

May have hidden dimension, which is referred to as the

unplanned tacit teaching of norms, values, and disposition that
goes on simply because of the students' living and coping with
the institution and the teachers and administrators'
expectations and routines of schools day in and day out for a
number of years (Shane); also referred to as the "hidden
curriculum", the unintended information, skills and attitudes
communicated to students.
Is very much linked to instruction, and evaluation, in terms of
the curriculum being the "what-to-teach" aspect of the
teaching-learning process; instruction, the "how to teach"
aspect; learning, the result of what was taught; and
evaluation, how well the "what" was acquired by the learners.

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Dierent Levels

Societal Level of Curriculum

The farthest form the learners since this is where the public
stakeholders (politicians, special interest groups, administrators,
professional specialists) participate in identifying the goals, the
topics to be studied, time to be spent in teaching/learning, and
materials to aid instruction.

Institutional Level Curriculum

Refers to the curriculum derived from the societal level, with
modication local educators or lay people; often organized
according to subjects and includes topics and themes to be studied;
may also include standards, philosophies, lesson plans, and teaching
guides.

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Dierent Levels

Instructional Level Curriculum

Refers to how teachers use the curriculum developed in the societal
level and modied in the instructional level, or what authorities
have determined; involves the teachers' instructional strategies,
styles and materials used.

Experiential Level of Curriculum

The curriculum perceived and experiences by each student and may,
therefore, vary among learners because of individual dierences.

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Dierent Levels

Includes both curriculum processes (procedures in creating, using

and evaluating the curricula) and curriculum product or projects,
resulting from curriculum development processes; include
curriculum guides, courses of study; syllabi, resource units and
other document that deal with content of schooling.

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Subject-Centered Curriculum

Origins traced back to older times when the 7 liberal arts

comprised the curriculum
Central task: Mastery of the subject matter, the amount to be
covered of which follows a set of standards and well-organized
content
Learning sequences in a step-by-step pattern
Emphasis on well-organized subject by lecture
Textbook is the primary instructional tool
Subject contains fragmented, unique body content, dierent
from other subject/disciplines
Emphasis on teaching facts and knowledge for future use;
Questions focus on "What" rather than "Why" or "How"

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Subject-Centered Curriculum (Cont.)

With well-dened, pre-dened scope and sequence

Habits and skills taught as separate aspects of learning
Emphasis on conformity to patterns set by the curriculum
Emphasis on improving teaching and subject matter and on
uniformity of exposures
No interrelations between subject areas
Parts separated and distinct
Structures developed by external authority
Lacks consideration for the learners' capacity for growth
Low level of cooperative interaction
Closure activities mean cessation of movement

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Experience/Learner-Centered Curriculum

Focuses on the learners' interest and the integration of content

from many subject elds
Emphasis on all-around development of learners
Subject matter selection based on learners' needs/interests as
needed for a task
Cooperative control by learners, parents, and teachers
Learners encouraged to use problem-solving skills, methods,
and to set their own tasks
Emphasis on meaningful immediate use of learning
Promotes integration of subject but with scope and sequence
not well-dened

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Experience/Learner-Centered Curriculum (Cont.)

Habits and skills integrated in learning experiences

Emphasize understanding and improving though active,
dynamic process
Parts ow together as whole, with continuous fusion and
merging
Structures developed as a result of on-going process
High level of cooperative interaction
Closure activities a well-rounded summation

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Society/Culture-Based Curriculum

Based on the needs of society and culture

Rooted in the study of life, social problems, and activities of
social life
Emphasizes problem-solving processes and skills on human and
social relations more than content - acquisition
Promotes social action and reconstruction theories whose
major goal in the improvement of the society through a direct
involvement of both schools and the learners
Integrates dierent subject matter and their relevance to
students and society
Content strongly relevant to learners but has weak scope and
sequence of subjects

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Designs and Patterns of
Subject-Centered Curriculum

Separate/Single Subject
Subjects independent in content and time; based on one of the
academic disciplines or organized subject matter areas

Correlated Subjects
Subjects in two or more areas are related in content and time;
maybe factual (facts related subjects); descriptive (generalization
related subjects); normative (social-moral principles related
subjects); the subject identities remain (Example:
Vocabulary/spelling words may be based on science or social
studies; literature may be connected with history of a given area).

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Designs and Patterns of
Subject-Centered Curriculum

Fused Subjects
Similar to correlated subjects but the individual identity of each
subject is lost (Example: Social studies, which is a combination of
geography, civics and culture, history; Language arts, where
reading, speaking, listening and writing are all taught).

Broad-Fields Curriculum
Broadening and integration/fusion of several subjects on longer
time blocks; may integrate through (a) principles or themes; or (b)
historical integration of subject (Example: Humanities program).

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Designs and Patterns of
Subject-Centered Curriculum

Core
Aims at creating a universal sense of inquiry, discourse, and
understanding among learners of dierent background
Assumes that some content is essential to students; this
content would become the core
Stresses integration of learning by systematic correlation of
subject matter around themes drawn from the contemporary
problems of living
Encourages problem solving through reective thinking
Examines broad areas of concern
Promotes a common body of learning experiences and
knowledge which are carefully prepared
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Designs and Patterns of
Subject-Centered Curriculum

Spiral Curriculum
Recognizes that students are not ready to learn certain concepts
until they reach the required level of development and maturity and
have the necessary experiences; some topics treated with
corresponding degree of complexity across levels; provides for
widening horizontal organization of scope, integration and
deepening of knowledge (vertical sequence, continuation)

Mastery Learning Curriculum

Oers an opportunity for all students to succeed by giving them all
the time they need to master objectives through remediation and
formative evaluation without penalty.

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Designs and Patterns of
Subject-Centered Curriculum

Open Education Curriculum

Also called classroom; built on philosophical ideas that allow
students to be free to discover important knowledge; teachers as
major curriculum developers.

Problem Solving Curriculum

Learner-centered; students guided to discover answers to problems
to understand concepts and generalizations to master the discipline.

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End

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