NATIONAL UNIVERSITY OF SAN CRISTÓBAL

FROM HUAMANGA
(Second University Founded in Peru)
UNIVERSITY DIRECTORATE OF GENERAL STUDIES
University City, Av. Independencia S/N -Phone. (064)-812510-812230-Annex 151

SYLLABUS OF BASIC MATHEMATICS (Virtual Mode)

I. GENERAL DATA.

1.1 Faculty Health Sciences

1.2 Professional School Human Medicine
1.3 Academic Department: Mathematics and Physics
1.4 Academic semester 2021-1
5.1 Study Plan 2018
1.6 Abbreviation MA–181
1.7 Requirements None
Credit 5.0
1.9 Weekly Hours 06
1.9.1 Theoretical hours 04
1.9.2 Practical hours 02
1.10 Modality Virtual via Classroom and Google Meet. (theory and practice)
13. Class schedule Tuesday 9–11 a.m. / Thursday 7–9 a.m. / Friday 9–11 a.m.
15. Teachers (Theory and Practice): Mg. JUAN TACURI MENDOZA
16. Mail [Link]@[Link]

SUMMARY:
This subject belongs to the area of general studies, being of a theoretical and practical nature,
it aims to know and understand the main concepts taught, it is intended for
to reinforce knowledge, skills, abilities, aptitudes, and general experiences
in the field of mathematics, timely for introducing the student at the university level that
allows them to acquire basic mathematical tools for the development of logical thinking
and critical, in addition to the investigation. It includes: propositions, reasoning, and inferences.
Sets and quantifiers. Real numbers: basic properties of addition and
multiplication. Notable products and quotients. Order relation. Intervals. Absolute value.
radicals, exponents, logarithms, and maximum integer. Polynomial equations and inequalities.
rational and absolute value, with radicals, logarithmic and exponential. Basic concepts
from analytic geometry. Coordinate system. The straight line: equations of the line. Lines
parallels and perpendiculars. The circumference. Conics: parabola, ellipse, and hyperbola. Relationships
binary ofℝ inℝ . Real functions of a real variable. Special functions: constant,
identity, linear, quadratic, absolute value and square root, greatest integer and sign. Plotting of
 the graph of a function. Algebra of functions. Composition of functions. Functions
monotonous. Injective, surjective, and bijective functions. Inverse of a function. Even function
Odd. Periodic function. Polynomial, rational, exponential, and logarithmic function.
Learning units:
Unit I: Propositional Logic and Sets.
Unit II: Real Numbers.
Unit III: Analytical geometry in the plane.
Unit IV: Real function of a real variable.

II. COMPETENCIES.
3.1 GENERIC COMPETENCE.
At the end of the course, the student abstracts, analyzes, and synthesizes diverse information.
processing it in logical-symbolic language solving challenges and problems of sets,
real numbers, proportionality, analytical geometry of the plane, and real functions of a variable
real.

3.2 SPECIFIC COMPETENCIES.

Analyzes, interprets, and evaluates the validity or lack thereof of an argument using the rules of

inference, extending its applicability to other mathematical theories that allow them to
resolve contextual problematic situations.

Correctly applies the axioms and properties of real numbers in the formulation.
and specific problem solving.

Analyze the geometric places and recognize the corresponding conics.

Know, distinguish, evaluate, and interpret the functional relationships that are related.
with the real world.

[Link]

Research, summarize, and socialize topics related to propositional logic and/or theory of
contextualized sets through cases or problems.

Investigate and develop the learning workshops proposed by the facilitating teacher.
related to the axiomatic system of real numbers and its applications.

Analyze the equation and visualize its graphical representation of the conics and apply
adequately the properties in problem solving.
•Analytically and graphically describe the different mathematical relationships and functions with
help from computer tools used for that purpose.
IV. ATTITUDES

•Make sure to attend punctually and stay during the learning session.
Participates actively before, during, and after the development of the sessions.
learning.
Conduct research on specific topics assigned by the teacher.
Socialize the topics investigated in the learning session assertively.
You must submit the reports to the teacher on time.

V. CONTENT SCHEDULING

UNIT I: LOGIC AND SET

CAPACITY:
1. Investigate, summarize, and socialize topics related to propositional logic and its validity or invalidity.
arguments.
2. Investigate, summarize, and socialize topics related to set theory contextualized through
of cases or problems.
TEACHING STRATEGIES
Dialogical exposition, exercise-based learning, guided readings, work of
research and development of collaborative team learning workshops.

Weeks CONTENTS
CONCEPTUAL PROCEDURAL ATTITUDINAL

▪ Logic propositional.▪ Distinguish a statement from

1 Proposition simple y a proposal.
composite. Truth value.
▪ Logical operators: negation, ▪ Relate propositions
conjunction, disjunction. using logical connectors. Participate in:
▪ Logical laws and equivalences ▪ Apply the laws of logic
logic. Algebra of ▪ The development of
propositional to determine
2 propositions. the validity or not of a the session of
▪ Argument. Validity or not of argument. learning.
An argument. Rules of
▪ Use the quantifiers
Inference. Quantifiers: ▪ The research of
Universal and Existential. as mathematical language.
specific topics
assigned.
▪ Intuitive idea of a set.
▪ Recognize and indicate
Relationship of belonging.
correctly the ▪ The
Relationship between sets:
3 Equality and Inclusion. belonging and inclusion or socialization
Power set. not in a set. assertively of
▪ Solve problems the themes
▪ Special sets:
using sets treaties in the
unitary, universal, empty
special and recognizes them session of
finished, infinite, sets
number sets. learning.
numerical.
 ▪ Understand, differentiate and
▪ Operations between sets:
solve problems using
reunión in an appropriate manner the
symmetric and complement of a
properties of the
set.
4 operations.
▪ Partition and cardinal number of
▪ Apply correctly the
a set. Cardinal number.
cardinality properties in
Properties of cardinality of
inclusive events such as
a set.
exclusive.
Sources of information:
1. COPI, Irving M; COHEN Carl (2009); "Introduction to Logic". Edit. Limusa. Mexico.
Basic Mathematics
[Link] (2006); Fundamentals of Mathematics for High School. Ecuador.

UNIT II: REAL NUMBERS

CAPACITY:
Investigate and develop the Learning Workshops proposed by the facilitating teacher, related to
the axiomatic of the Real Number System and its applications.
2. Evaluate and solve the quadratic equations and inequalities and show their solution set.
Teaching Strategies
Dialogical exhibition, exercise-based learning, directed readings, work of
investigation and development of collaborative team learning workshops.
CONTENTS
Weeks CONCEPTUAL PROCEDURAL ATTITUDINAL
▪ Number system ▪ Know and use properly the
real: axiom of the axiomatics of addition and the
addition and multiplication. multiplication in the solution of
5 ▪ Products and quotients equations.
notables. Equations ▪ Apply the rules correctly
Participate in:
quadratics. of notable product and quotient
in the solution of equations
quadratics through their ▪ The development of the
discriminant. session of
learning.
▪ Axiom of Order. ▪ Use the properties of the
Inequalities. Intervals. monotony in the solution of the
indicated examples. ▪ The investigation of
6 ▪ specific topics
▪ Equation e Solve the equations and
assigned.
Polynomial inequalities and inequalities with great criteria
rational. and trust.
▪ The
▪ Equations and inequalities ▪ Solve the equations e socialization
with absolute value. Inequalities with absolute value assertively of
7 ▪ Critical point method. applying the criteria of the points the topics
critics. treaties in the
▪ The maximum integer of a ▪ Identify the largest integer of a session of
real number. real number. learning.
8 ▪ Linear and non-linear inequality.
Application problems. ▪ Solve the inequalities
linear and non-linear.

MIDTERM EXAM (ME)

Sources of information:
1. Demana, F. D., Waits, B. K., Foley, G. D., & Kennedy, D. (2007). Precalculus: Graphical, Numerical,
algebraic. Pearson.
Precalculus: Mathematics for Calculus
Cengage Learning Editorial. Mexico.
Pre Calculus I

UNIT III: RECTANGULAR COORDINATE SYSTEM

CAPACITY:
1. Use the mathematical foundations of Cartesian Analytic Geometry to contextualize the
mathematical models related to the economic situation and business.
[Link] and solve various exercises and problems of analytical geometry using a computer.
and Geogebra.

Didactic Strategies
Method based on problem-solving, directed readings, inquiry work, and development of
collaborative team learning workshops.
CONTENTS
Weeks CONCEPTUAL PROCEDURAL ATTITUDINAL
▪ Coordinate system▪ Difference the slope of the
rectangular: distance between inclination and gives examples
colon, midpoint concrete and contextual.
slope of a straight line. ▪ Investigate the various
Equations of the line, lines applications of the straight line in
9 parallels and perpendiculars.
the business world.
▪ General second degree equation▪ Analyze the second equation
degree 2+ 2+ + analytical degree and its
+ + =0. behavior using
Geogebra.
Participate in:
▪ The circumference and its ▪ Use the definition of place
equations. Conic sections: geometric for interpretation
geometrically the curves ▪ The development of the
The Parabola, the ellipse, the
10 represented by an equation. session of
hyperbola, properties and learning.
contextualized problems. ▪ Know and use the properties
from the parabola, ellipse and
Charts.
hyperbola, presents the graph ▪ The research of
with the help of Geogebra. specific topics
▪ Cartesian product. ▪ Apply the basic steps for the assigned.
Binary relation. Domain, curve tracing and identify it ▪ Socialization
Range of a relationship. geometric place. assertively from the
11 ▪ Criteria for the tracing of ▪ Use Excel or Geogebra to topics addressed in the
curves in the plane simulate behavior session of
Cartesian. Problems graph of the solution of a learning.
diverse. linear system of inequalities.

Sources of information:
Acosta Sánchez, R. (2014). Analytical Geometry based on competencies. Technological Baccalaureate
2nd Edition.
Calculus with Analytic Geometry
Calculus with Analytic Geometry
 UNIT IV: REAL FUNCTIONS OF REAL VARIABLE

CAPACITY:
1. Build and develop functional models of linear and quadratic type, related to situations.
economic, administrative, business, and social sciences, with the help of the tools
computer systems used for this purpose.
2. Evaluate and solve the various exercises and problems of relationships and functions using a
computer and the mathematical software Geogebra.

DIDACTIC STRATEGIES
Dialogical exposition, exercise-based learning, guided readings, work of
investigation and development of collaborative team learning workshops.
CONTENTS
Weeks CONCEPTUAL PROCEDURAL ATTITUDINAL
▪ Real function of real variable:
▪ Differentiate a relationship from a
definition, assignment rule,
domain, range, and graph of function. Knows when a
a function. the function is well defined.
13 ▪ Determine appropriately the
▪ Functions specials:
domain as the range of the
constant, identity, linear
function. Graph correctly
quadratic, square root the special functions.
polynomials and rational Participate in:
▪ Segmented functions: ▪ Recognize and differentiate the
unitary step, sign, with step functions, ▪ The development of the
12 maximum identifying your domain and session of
whole. range. learning
▪ Transformations of ▪ Recognize the different ones
functions. transformations of functions and▪ The investigation of
present graphically. specific themes
▪ Algebra and Composition of ▪ Determine with criteria the assigned
functions. domain of a function
▪ Monotonic functions, composed, also analyzes and
14 injective, surjective and apply the algebra of functions. ▪ Socialization
bijective. Functions assertively of
inverses. the topics covered
in the session of
▪ Even functions, odd functions, ▪ Determine the parity and the learning.
periodic. Functions period of the functions
15 trigonometric. trigonometric. ▪ Present
▪ Make the comparisons opportunely the
▪ Exponential function and between an exponential function andworkshops of
logarithmic. the logarithmic. learning
assigned by the
16 FINAL EXAM (FE)
teacher.

Sources of information:
1. Demana, F. D., Waits, B. K., Foley, G. D., & Kennedy, D. (2007). Precalculus: Graphical, Numerical,
algebraic. Pearson.
Precalculus: Mathematics for Calculus
Cengage Learning Publishing. Mexico.
Pre Calculus
VII. METHODOLOGICAL STRATEGIES
The subject is developed in workshop mode, both synchronously and asynchronously.
dialogic, applying active methodologies, promoting critical discussion regarding the
discussed topics. Learning experiences will be developed guided by the methods
assets: Exercise Resolution-Based Method, directed readings, work of
research, workshops, etc. The teacher is a facilitator, a mediator between culture, the
science, academic knowledge and students' learning expectations; for this reason
organizes, guides, and facilitates with initiative and creativity, the construction process of
knowledge of the students. Provides updated information and resolves doubts of
students encouraging their active participation. The students take on participation
act actively and responsibly in the construction of your knowledge during the sessions, in
the commissioned work assigned and the requirement for compliance with the syllabus.

VIII. EDUCATIONAL MATERIALS

Educational material for the presentation: a computer and webcam will be available.
slides, graphics computers and educational platform: Enma, Classroom, Google Meet.

Digital educational materials: Workshop learning guide, instructional manual or

text selected or agreed upon with the teacher and the slides for the sessions of
learning, video gallery, email addresses to gather information
specialized on the proposed contents.
IX. EVALUATION SYSTEM.
The assessments administered in the subject are focused on the aspect of evaluation.
student development through collaborative activities and teamwork, the
same that will evidence the skills subscribed in this document, for which, the
student must achieve:

= 25%( ) + 20%( ) + 45%( . .) + %( . .)

E.P. Midterm Exam.

E.F. Final Exam.
[Link]. Process evaluation.
[Link]. Attitude assessment.
PF Final average.

TYPE OF EVALUATION EVIDENCABLES

Partial exam (25%)
Cognitive 45%
Final exam (20%)
Process evaluation:
Inquiry work with
OF THE PROCESS 45% final report, practices
qualified, exhibitions
others.)
Attitude assessment (attendance,
ATTITUDINAL 10%
punctuality, participation.
X. SOURCES OF CONSULTATION BASE SOURCE
Introduction to Logic
[Link] (2006). Fundamentals of Mathematics for High School. Ecuador.
Basic Mathematics
Calculus
[Link] of Education of Chile (2013). Reasons and Proportions. Santiago de Chile.

SUPPLEMENTARY SOURCES
1. Arya, J. C., & Lardner, R. W. (2002). Applied Mathematics to Administration and
economics. Pearson education.
2. Demana, F. D., Waits, B. K., Foley, G. D., & Kennedy, D. (2007). Precalculus: Graphical,
numeric, algebraic (No. 515 P923p). Pearson.
3. Lexus (2008). Manual of Arithmetic for Pre-University Preparation. Lexus Edit. Lima
Peru.
4. Matías-Ruiz (2015). Pre Calculus I. Editorial Fund of the Continental University.
Virtual Mode.
Mathematics: Reasoning and Applications
Pearson. Addison Wesley. Tenth Edition. (Logic and sets).
Calculus
Precalculus
Stewart-Redlin-Watson (2012). Precalculus: Mathematics for Calculus. 6th Edition.
Cengage Learning Editorial. Mexico.
The Keys to Argumentation
Spain
[Link], Nieves (2013); Marea [Link]

ELECTRONIC LINKS
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Ayacucho, September 2021.

The professor of the course.