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National Taiwan Normal University Course Outline Fall , 2025 |
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| I.Course information |
| Serial No. | 2703 | Course Level | Undergraduate / Master |
| Course Code | MAC9027 | Chinese Course Name | 數學教學解題（一）（IB） |
| Course Name | Problem-Solving in Mathematical Teaching (I) (IB) | ||
| Department | Department of Mathematics | ||
| Two/one semester | 1 | Req. / Sel. | Sel. |
| Credits | 3.0 | Lecturing hours | Lecture hours: 3 |
| Prerequisite Course | |||
| Comment | |||
| Course Description | |||
| Day & Class Period/Location | Mon. 2-4 Gongguan M310 | ||
| Curriculum Goals | Corresponding to the Departmental Core Goal | ||
| 1. Knowledge of major mathematics problems, including background and mathematical contents. |
College: 1-1 Equipped with professional mathematics competences 1-6 Possessing the capacities to view elementary mathematics from an advanced viewpoint 3-5 Having good taste for mathematics 4-1 Being knowledgeable and being able to self-develop in the profession Master: 1-1 Equipped with professional mathematics competences 1-6 Possessing the capacities to view elementary mathematics from an advanced viewpoint 3-5 Having good taste for mathematics 4-1 Being knowledgeable and being able to self-develop in the profession |
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| 2. Recognition of mathematical contents in problems. |
College: 1-5 Being able to use mathematics as tools to learn other subjects 2-1 Being able to communicate and express mathematically 2-2 Possessing the competences of transferring and contextualizing theories in mathematics and mathematics education 3-4 Having insights, intuitions, and senses of mathematics 4-4 Possessing global views from both scientific and humanistic perspectives, and being able to appreciate the values of other knowledge fields Master: 1-5 Being able to use mathematics as tools to learn other subjects 2-1 Being able to communicate and express mathematically 2-2 Possessing the competences of transferring and contextualizing theories in mathematics and mathematics education 3-4 Having insights, intuitions, and senses of mathematics 4-4 Possessing global views from both scientific and humanistic perspectives, and being able to appreciate the values of other knowledge fields |
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| 3. Composition of a balanced, well-covered set of test papers. |
College: 1-2 Being able to reason and induct with mathematical logic 1-4 Possessing the abilities to propose and solve questions in advanced mathematics 2-3 Being able to lead or collaboratively work with peers 2-4 Possessing the competences of lifelong learning 3-3 Being willing to work collaboratively Master: 1-2 Being able to reason and induct with mathematical logic 1-4 Possessing the abilities to propose and solve questions in advanced mathematics 2-3 Being able to lead or collaboratively work with peers 2-4 Possessing the competences of lifelong learning 3-3 Being willing to work collaboratively |
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| 4. Reflection and communication on improvements of works. |
College: 1-3 Being able to think mathematically and critically 3-1 Being able to seek out answers with the attitudes of patience, diligence, concentration, and curiosity 3-2 Possessing the abilities to think independently, criticize, and reflect 4-2 Possessing a consistent and firm attitude toward pursuing truths 4-3 Possessing a variety of beliefs regarding mathematics values and mathematics learning Master: 1-3 Being able to think mathematically and critically 3-1 Being able to seek out answers with the attitudes of patience, diligence, concentration, and curiosity 3-2 Possessing the abilities to think independently, criticize, and reflect 4-2 Possessing a consistent and firm attitude toward pursuing truths 4-3 Possessing a variety of beliefs regarding mathematics values and mathematics learning |
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| II. General Syllabus |
| Instructor(s) | EU, Sen-Peng/ 游森棚 | |||
| Schedule | ||||
The goal of this course is to bridge the gap between secondary school mathematics and university-level mathematics. Additional topics that are frequently asked by upper-tier students but not typically covered in standard university classes—such as trilinear coordinates and combinatorial arguments—may also be included, time permitting. We will explore various topics through a collection of problems. Students are expected to solve, discuss, and study the underlying theories. No specific textbook is required; the textbooks used in your first three years will be sufficient. Active participation through presentations and in-class discussions is highly encouraged and will be part of the course evaluation. An independent project is required at the end of the semester. This course will follow the 16+2 weeks policy. |
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| Instructional Approach | ||||
| Methods | Notes | |||
| Formal lecture | ||||
| Group discussion | ||||
| Problem-based learning | ||||
| Cooperative learning | ||||
| Case studies | ||||
| Grading assessment | ||||
| Methods | Percentage | Notes | ||
| Assignments | 25 % | |||
| Final exam | 25 % | 含期中考 | ||
| Class discussion involvement | 10 % | |||
| Presentation | 40 % | |||
| Required and Recommended Texts/Readings with References |
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