Library Dome (1400x200 slice)

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 three options for a Bachelor of Science degree and two options for a Bachelor of Arts Degree.

  • Bachelor of Science in Applied Mathematics
  • Bachelor of Science in Applied Mathematics, emphasis in Science
  • Bachelor of Science in Applied Mathematics, emphasis in Computational Science
  • Bachelor of Arts in Mathematics
  • Bachelor of Arts in Mathematics, Single Subject Teaching Credential

Degree Learning Outcomes for Mathematics Majors

The different degree programs vary in the emphasis placed on each learning outcome.

  • Given a word problem that applies to a realistic situation, students will 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
    Practiced: Math 124, 151, 252, 337, 341, 531
    Demonstrated: Math 342AB, 525, 543, 579, 596
  • When asked to identify and compare basic mathematical concepts, students are able to define terms, use definitions, form arguments using appropriate vocabulary, and utilize the elementary methods of proof.
    Introduced: Math 124, 140, 141, 150, 151, 245
    Practiced: Math 254, 330, 342AB
    Demonstrated: Math 302, 303, 320, 336, 337, 520, 522, 524, 525, 530, 531, 537, 538, 542, 543, 579, 596
  • 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, 337, 531
    Practiced: Math 320, 33, 342AB, 525, 537, 538
    Demonstrated: Math 414, 508, 520, 522, 524, 530, 579
  • 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, 531
    Practiced: Math 302, 320, 330, 414, 508, 510, 525, 530, 537, 538
    Demonstrated: Math 520, 522, 524, 579
  • 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, 342AB
    Practiced: Math 337, 340, 341, 525, 531, 537
    Demonstrated: Math 414, 542, 543
  • When enrolled in inquiry-oriented classes, students will participate in whole class discussions, small group collaborative work, and student-led presentations.
    Introduced: Math 124, 140, 141, 150, 320, 330, 531
    Practiced: Math 302, 341, 342AB, 414, 508, 510, 530, 538, 542, 543, 596
  • Given situations that require students to explain their thinking, students will be able to provide written justifications.
    Introduced: Math 124, 140, 141, 150, 245, 303, 336, 337, 542
    Practiced: Math 302, 320, 330, 341, 342AB, 524, 530, 531, 537, 543
    Demonstrated: Math 414, 508, 510, 520, 522, 525, 538, 579, 596
  • 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
    Practiced: Math 312, 313, 302, 303, 341
    Demonstrated: Math 414, 508, 510