Diploma in Mathematics Teaching
The Diploma in Mathematics Teaching (DMT) program aims to upgrade the mathematics and pedagogical competencies of mathematics teachers in the secondary schools, as well as those engaged in mathematics curriculum and materials development.
Objectives
The program aims to:- Provide students with knowledge that will enable them to to teach mathematics competently;
- Help students develop and/or improve their skills in mathematics teaching; and
- Help students appreciate the cultural significance of mathematics and its relation to social conditions.
Mode of Instruction
All courses are delivered by DE mode.Admission Requirements
Applicants should have a baccalaureate degree, and preferably be currently teaching mathematics in the secondary or tertiary level.Applicants may be required to undertake a two-week, on-campus intensive bridge program consisting of two short courses: one on independent study skills and another on basic concepts and skills in mathematics. The former is intended to expose the student to the methods of distance learning and develop independent study skills. The latter aims to ensure that the student has the prerequisite knowledge and skills to undertake the courses in the program. The performance of the student in these short courses will be used as basis for deciding the admission of the student into the program.
Non-degree students are allowed to enroll in DMT courses. Courses completed in this manner may be credited toward the DMT program upon validation, should the student decide to pursue the degree.
The Curriculum
The program consists of 24 units of course work which can be completed in two years or four semesters. However, a student may be advised, on the basis of his/her qualifications, to adopt a slower pace by taking only one course per term in the first year. In this case, three years may be required to finish the program.
Math A |
Set Theory for Teachers (3 units)Propositions and rules of inference; set and set operations; cross product and the Cartesian coordinate system; relations and functions; cardinal and ordinal numbers; ordering strategies in teaching sets |
Math B |
Higher Algebra for Teachers (3 units)Quadratic functions, graphs, and properties; theory of equations; combinatorics; the binomial theorem and its application; strategies for teaching higher algebra (Prerequisite: Math A) |
Math C |
Geometry for Teachers (3 units)Geometry of the plane and space intuition, construction abstraction, deduction and axiomatization |
Math D |
Number Theory and Algebra for Teachers (3 units)Number systems; divisibility; congruencies; geometric transformation; abstract mathematical structure; strategies for teaching elementary concepts in number theory and abstract algebra (Prerequisite: Math A or consent of instructor) |
Math E |
Calculus for Teachers (3 units)Limits and continuity; derivatives and integrals of algebraic and transcendental functions of at least one variable and their applications (Prerequisite: Math B and Math C or or consent of instructor) |
Math F |
Computation Mathematics for Teachers (3 units)Numerical computations and their analyses and interpretations (Prerequisite: Math A or or consent of instructor) |
Math G |
Mathematics Education (3 units)Principles, theories, and methods of mathematics education (Prerequisite: Math F or consent of instructor) |
Math H |
Mathematics, Technology and Society (3 units)The role of mathematics in the development of science and technology and its impact on society (Prerequisite: Math E or consent of instructor) |
