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Why Study Mathematics?

Mathematics is the language and instrument for the sciences and technology. It is concerned with a wide range of diverse problems from developing techniques to model real world applications and designing efficient methods for calculating their solutions, to creating new branches of mathematics and theories for as yet unsolved problems. Some students find mathematics stimulating because of its many and varied applications, while others are fascinated and attracted to it for the beauty of its intrinsic order, structure, and form.

Because of its broad scope, degrees in mathematics can prepare students for many different careers and the Department of Mathematics and Statistics offers a variety of such degrees and emphases to provide students with several blends and specialties according to their interests and goals.

Graduates with a mathematics major have many options for either careers in applications, for further study in graduate school, or for teaching. Mathematics majors are important because their training involves quantitative abilities and critical reasoning that many potential employers can utilize. With a minor in an area of applications, graduates are suited for further graduate study in many areas that heavily depend upon mathematical methods and techniques. Graduates with an interest in the more theoretical aspects of mathematics are sought after in many diverse graduate programs from applied and pure mathematics to computer and computational sciences and statistics. Careers in teaching include positions in secondary schools, for which a teaching credential is additionally required, teaching in two year colleges, for which a master’s degree is required, and teaching at the university level, which requires a doctorate degree and involves research and creation of new mathematics.

Bachelor's Degree Options in Mathematics

The Department offers four options for a Bachelor of Science degree and three options for a Bachelor of Arts Degree. Each degree is listed below, along with the applicable Degree Learning Outcomes (DLOs).

  • Foundational knowledge. List or identify major definitions, axioms, and theorems in core branches of mathematics, namely, linear and abstract algebra, analysis, and combinatorics.
    Introduced: Math 150, 151, 252, 245, 254
    Developed: Math 320, 330
    Mastered: Math 520, 530, 579
  • Use logical reasoning; understand and write mathematical proofs. Use the appropriate formalism (e.g., direct proof using a combination of axioms, definitions, and earlier theorems) and standard tools of induction, counting and contradiction to prove statements and judge the correctness of mathematical proofs.
    Introduced: Math 245, 254
    Developed: Math 320, 330, 337(237), 524
    Mastered: Math 530, 520, 522, 579
  • Competence using real and complex analysis tools. Interpret and illustrate concepts from analysis, such as limits of sequences, limits of functions, continuity, differentiability, integrability, series.
    Introduced: Math 150, 151, 330
    Developed: Math 530, 340, 337(237)
    Mastered: Math 537, 531, 538, 532
  • Competence using fundamental algebraic tools. Interpret and illustrate concepts from linear and abstract algebra, such as matrices, vector spaces, bases, eigenvalues/eigenvectors, groups, rings, fields.
    Introduced: Math 254
    Developed: Math 320, 530
    Mastered: Math 520, 522, 524, 579
  • Mathematical modeling skills. Be cognizant of applications of mathematics to science, technology, and engineering, and use mathematical ideas and techniques to model and solve real-life problems.
    Introduced: Math 150, 151, 245, 254
    Developed: Math 336, 337(237), 340
    Mastered: Math 531, 537, 538, 525, 542, 543, 595
  • Numerically solve mathematical problems. Use computer languages like Python, R, or Matlab to manipulate large datasets, extract relevant information, solve linear and non-linear equations and plot/visualize numerical results.
    Introduced: Math 150, 151, 336
    Developed: Math 337(237), 340, 537
    Mastered: Math 543, 538, 542, 562
  • Knowledge of basic concepts in probability and statistics. Explain basic concepts in probability and statistics. Statistical concepts such as population, sample, central tendency, likelihood, parameter and interval estimation, hypothesis testing, significance level, and decision theory will be introduced.
    Introduced: Stat 250
    Developed: Stat 350AB
    Mastered: Stat 550, 551A
  • Ability for independent mathematical learning and thinking. Majors will be prepared to independently extend their knowledge to comprehend new theories or techniques.
    Introduced: Math 320, 330, 336, 337(237), 340
    Developed: Math 520, 530, 537, 579
    Mastered: Math 499
  • Communication skills in mathematics. Communicate effectively orally and in writing, accurately explaining mathematical concepts, applications, and results to different audiences.
    Introduced: Math 150, 151
    Developed: Math 336
    Mastered: Math 499, 536, 537, 538, 542
  • Foundational knowledge. List or identify major definitions, axioms, and theorems in core branches of mathematics, namely, linear and abstract algebra, analysis, and combinatorics.
    Introduced: Math 150, 151, 252, 245, 254
    Developed: Math 320, 330
    Mastered: Math 520, 530, 579
  • Use logical reasoning; understand and write mathematical proofs. Use the appropriate formalism (e.g., direct proof using a combination of axioms, definitions, and earlier theorems) and standard tools of induction, counting and contradiction to prove statements and judge the correctness of mathematical proofs.
    Introduced: Math 245, 254
    Developed: Math 320, 330, 337(237), 524
    Mastered: Math 530, 520, 522, 579
  • Competence using real and complex analysis tools. Interpret and illustrate concepts from analysis, such as limits of sequences, limits of functions, continuity, differentiability, integrability, series.
    Introduced: Math 150, 151, 330
    Developed: Math 530, 340, 337(237)
    Mastered: Math 537, 531, 538, 532
  • Competence using fundamental algebraic tools. Interpret and illustrate concepts from linear and abstract algebra, such as matrices, vector spaces, bases, eigenvalues/eigenvectors, groups, rings, fields.
    Introduced: Math 254
    Developed: Math 320, 530
    Mastered: Math 520, 522, 524, 579
  • Mathematical modeling skills. Be cognizant of applications of mathematics to science, technology, and engineering, and use mathematical ideas and techniques to model and solve real-life problems.
    Introduced: Math 150, 151, 245, 254
    Developed: Math 336, 337(237), 340
    Mastered: Math 531, 537, 538, 525, 542, 543, 595
  • Numerically solve mathematical problems. Use computer languages like Python, R, or Matlab to manipulate large datasets, extract relevant information, solve linear and non-linear equations and plot/visualize numerical results.
    Introduced: Math 150, 151, 336
    Developed: Math 337(237), 340, 537
    Mastered: Math 543, 538, 542, 562
  • Ability for independent mathematical learning and thinking. Majors will be prepared to independently extend their knowledge to comprehend new theories or techniques.
    Introduced: Math 320, 330, 336, 337(237), 340
    Developed: Math 520, 530, 537, 579
    Mastered: Math 499
  • Communication skills in mathematics. Communicate effectively orally and in writing, accurately explaining mathematical concepts, applications, and results to different audiences.
    Introduced: Math 150, 151
    Developed: Math 336
    Mastered: Math 499, 536, 537, 538, 542
  • Use mathematical modeling. Given a word problem that applies to a realistic situation, students should be able to create a model of the situation, use calculus and algebraic ideas to solve problems algebraically, and interpret the solutions in context.
    Introduced: Math 140, 141, 150
    Developed: Math 151, 252, 341
    Mastered: Math 414, 508
  • Understand and use foundational mathematical tools. When asked to identify and compare basic mathematical concepts, students should be able to define terms, use definitions, form arguments using appropriate vocabulary, and utilize the elementary methods of proof.
    Introduced: Math 140, 141, 150, 151, 245
    Developed: Math 254, 330
    Mastered: Math 302, 303, 320
  • Understand logical reasoning. Given important proofs in a variety of required subject areas, students will be able to comprehend and explain the assumptions, logic, and conclusions of the given proof.
    Introduced: Math 245, 254, 302
    Developed: Math 302, 320, 330
    Mastered: Math 302, 414, 510
  • Develop the ability for independent mathematical learning and thinking. When given a new result in the form of a theorem or conjecture, students will be able to write clear, precise, and convincing arguments that may include direct, indirect, or visual demonstrations.
    Introduced: Math 245
    Developed: Math 302, 320, 330, 414, 508
    Mastered: Math 302, 510
  • Use appropriate software for teaching. Given a teaching/learning situation involving connections between algebraic and geometric interpretations, students will be able to use pedagogically oriented software such as Geogebra to explore relationships and generate models. Alternatively, students would be able to use a program such as R to model a statistical situation, or Maple or MatLab to model situations involving multiple variables.
    Introduced: Math 252, 254
    Developed: Math 341
    Mastered: Math 341, 414
  • Engage in mathematical discussions. When enrolled in inquiry-oriented classes, students will participate in whole class discussions, small group collaborative work, and student-led presentations.
    Introduced: Math 140, 141, 150, 245, 303
    Developed: Math 302, 341, 510
    Mastered: 302, 414, 508
  • Provide logical justifications. Given situations that require students to explain their thinking, students will be able to provide written justifications.
    Introduced: Math 140, 141, 150, 245, 303
    Developed: Math 302, 320, 330, 341
    Mastered: Math 414, 508, 510
  • Knowledge and application of current mathematics education practices. Given scenarios from secondary school classrooms, students will be able to identify common student conceptions (e.g. "graph as path") as described in mathematics education literature.
    Introduced: Math 210, 211
    Developed: Math 312, 313
    Mastered: Math 414
  • Foundational knowledge. List or identify major definitions, axioms, and theorems in core branches of mathematics, namely, linear and abstract algebra, analysis, and combinatorics.
    Introduced: Math 150, 151, 252, 245, 254
    Developed: Math 320, 330
    Mastered: Math 520, 530, 579
  • Use logical reasoning; understand and write mathematical proofs. Use the appropriate formalism (e.g., direct proof using a combination of axioms, definitions, and earlier theorems) and standard tools of induction, counting and contradiction to prove statements and judge the correctness of mathematical proofs.
    Introduced: Math 245, 254
    Developed: Math 320, 330, 337(237), 524
    Mastered: Math 530, 520, 522, 579
  • Competence using real and complex analysis tools. Interpret and illustrate concepts from analysis, such as limits of sequences, limits of functions, continuity, differentiability, integrability, series.
    Introduced: Math 150, 151, 330
    Developed: Math 530, 340, 337(237)
    Mastered: Math 537, 531, 538, 532
  • Competence using fundamental algebraic tools. Interpret and illustrate concepts from linear and abstract algebra, such as matrices, vector spaces, bases, eigenvalues/eigenvectors, groups, rings, fields.
    Introduced: Math 254
    Developed: Math 320, 530
    Mastered: Math 520, 522, 524, 579
  • Mathematical modeling skills. Be cognizant of applications of mathematics to science, technology, and engineering, and use mathematical ideas and techniques to model and solve real-life problems.
    Introduced: Math 150, 151, 245, 254
    Developed: Math 336, 337(237), 340
    Mastered: Math 531, 537, 538, 525, 542, 543, 595
  • Numerically solve mathematical problems. Use computer languages like Python, R, or Matlab to manipulate large datasets, extract relevant information, solve linear and non-linear equations and plot/visualize numerical results.
    Introduced: Math 150, 151, 336
    Developed: Math 337(237), 340, 537
    Mastered: Math 543, 538, 542, 562
  • Ability for independent mathematical learning and thinking. Majors will be prepared to independently extend their knowledge to comprehend new theories or techniques.
    Introduced: Math 320, 330, 336, 337(237), 340
    Developed: Math 520, 530, 537, 579
    Mastered: Math 499
  • Communication skills in mathematics. Communicate effectively orally and in writing, accurately explaining mathematical concepts, applications, and results to different audiences.
    Introduced: Math 150, 151
    Developed: Math 336
    Mastered: Math 499, 536, 537, 538, 542
  • Foundational knowledge. List or identify major definitions, axioms, and theorems in core branches of mathematics, namely, linear and abstract algebra, analysis, and combinatorics.
    Introduced: Math 150, 151, 252, 245, 254
    Developed: Math 320, 330
    Mastered: Math 520, 530, 579
  • Use logical reasoning; understand and write mathematical proofs. Use the appropriate formalism (e.g., direct proof using a combination of axioms, definitions, and earlier theorems) and standard tools of induction, counting and contradiction to prove statements and judge the correctness of mathematical proofs.
    Introduced: Math 245, 254
    Developed: Math 320, 330, 337(237), 524
    Mastered: Math 530, 520, 522, 579
  • Competence using real and complex analysis tools. Interpret and illustrate concepts from analysis, such as limits of sequences, limits of functions, continuity, differentiability, integrability, series.
    Introduced: Math 150, 151, 330
    Developed: Math 530, 340, 337(237)
    Mastered: Math 537, 531, 538, 532
  • Competence using fundamental algebraic tools. Interpret and illustrate concepts from linear and abstract algebra, such as matrices, vector spaces, bases, eigenvalues/eigenvectors, groups, rings, fields.
    Introduced: Math 254
    Developed: Math 320, 530
    Mastered: Math 520, 522, 524, 579
  • Numerically solve mathematical problems. Use computer languages like Python, R, or Matlab to manipulate large datasets, extract relevant information, solve linear and non-linear equations and plot/visualize numerical results.
    Introduced: Math 150, 151, 336
    Developed: Math 337(237), 340, 537
    Mastered: Math 543, 538, 542, 562
  • Ability for independent mathematical learning and thinking. Majors will be prepared to independently extend their knowledge to comprehend new theories or techniques.
    Introduced: Math 320, 330, 336, 337(237), 340
    Developed: Math 520, 530, 537, 579
    Mastered: Math 499
  • Use mathematical modeling. Given a word problem that applies to a realistic situation, students should be able to create a model of the situation, use calculus and algebraic ideas to solve problems algebraically, and interpret the solutions in context.
    Introduced: Math 140, 141, 150
    Developed: Math 151, 252, 341
    Mastered: Math 414, 508
  • Understand and use foundational mathematical tools. When asked to identify and compare basic mathematical concepts, students should be able to define terms, use definitions, form arguments using appropriate vocabulary, and utilize the elementary methods of proof.
    Introduced: Math 140, 141, 150, 151, 245
    Developed: Math 254, 330
    Mastered: Math 302, 303, 320
  • Understand logical reasoning. Given important proofs in a variety of required subject areas, students will be able to comprehend and explain the assumptions, logic, and conclusions of the given proof.
    Introduced: Math 245, 254, 302
    Developed: Math 302, 320, 330
    Mastered: Math 302, 414, 510
  • Develop the ability for independent mathematical learning and thinking. When given a new result in the form of a theorem or conjecture, students will be able to write clear, precise, and convincing arguments that may include direct, indirect, or visual demonstrations.
    Introduced: Math 245
    Developed: Math 302, 320, 330, 414, 508
    Mastered: Math 302, 510
  • Use appropriate software for teaching. Given a teaching/learning situation involving connections between algebraic and geometric interpretations, students will be able to use pedagogically oriented software such as Geogebra to explore relationships and generate models. Alternatively, students would be able to use a program such as R to model a statistical situation, or Maple or MatLab to model situations involving multiple variables.
    Introduced: Math 252, 254
    Developed: Math 341
    Mastered: Math 341, 414
  • Engage in mathematical discussions. When enrolled in inquiry-oriented classes, students will participate in whole class discussions, small group collaborative work, and student-led presentations.
    Introduced: Math 140, 141, 150, 245, 303
    Developed: Math 302, 341, 510
    Mastered: 302, 414, 508
  • Provide logical justifications. Given situations that require students to explain their thinking, students will be able to provide written justifications.
    Introduced: Math 140, 141, 150, 245, 303
    Developed: Math 302, 320, 330, 341
    Mastered: Math 414, 508, 510
  • Knowledge and application of current mathematics education practices. Given scenarios from secondary school classrooms, students will be able to identify common student conceptions (e.g. "graph as path") as described in mathematics education literature.
    Introduced: Math 210, 211
    Developed: Math 312, 313
    Mastered: Math 414
  • Use mathematical modeling. Given a word problem that applies to a realistic situation, students should be able to create a model of the situation, use calculus and algebraic ideas to solve problems algebraically, and interpret the solutions in context.
    Introduced: Math 140, 141, 150
    Developed: Math 151, 252, 341
    Mastered: Math 414, 508
  • Understand and use foundational mathematical tools. When asked to identify and compare basic mathematical concepts, students should be able to define terms, use definitions, form arguments using appropriate vocabulary, and utilize the elementary methods of proof.
    Introduced: Math 140, 141, 150, 151, 245
    Developed: Math 254, 330
    Mastered: Math 302, 303, 320
  • Understand logical reasoning. Given important proofs in a variety of required subject areas, students will be able to comprehend and explain the assumptions, logic, and conclusions of the given proof.
    Introduced: Math 245, 254, 302
    Developed: Math 302, 320, 330
    Mastered: Math 302, 414, 510
  • Develop the ability for independent mathematical learning and thinking. When given a new result in the form of a theorem or conjecture, students will be able to write clear, precise, and convincing arguments that may include direct, indirect, or visual demonstrations.
    Introduced: Math 245
    Developed: Math 302, 320, 330, 414, 508
    Mastered: Math 302, 510
  • Use appropriate software for teaching. Given a teaching/learning situation involving connections between algebraic and geometric interpretations, students will be able to use pedagogically oriented software such as Geogebra to explore relationships and generate models. Alternatively, students would be able to use a program such as R to model a statistical situation, or Maple or MatLab to model situations involving multiple variables.
    Introduced: Math 252, 254
    Developed: Math 341
    Mastered: Math 341, 414
  • Engage in mathematical discussions. When enrolled in inquiry-oriented classes, students will participate in whole class discussions, small group collaborative work, and student-led presentations.
    Introduced: Math 140, 141, 150, 245, 303
    Developed: Math 302, 341, 510
    Mastered: 302, 414, 508
  • Provide logical justifications. Given situations that require students to explain their thinking, students will be able to provide written justifications.
    Introduced: Math 140, 141, 150, 245, 303
    Developed: Math 302, 320, 330, 341
    Mastered: Math 414, 508, 510
  • Knowledge and application of current mathematics education practices. Given scenarios from secondary school classrooms, students will be able to identify common student conceptions (e.g. "graph as path") as described in mathematics education literature.
    Introduced: Math 210, 211
    Developed: Math 312, 313
    Mastered: Math 414