# Mathematics

## Mathematics Program Mission

The mission of the Mathematics BA program is to equip students with knowledge in, skills of, and values of mathematics and the ability to apply and advance the knowledge, skills, and values of mathematics.

## Mathematics Program Goals and Outcomes

Student Learning Goals | Student Learning Outcomes |
---|---|

SLG 1: Students will learn a foundation in principles of mathematics. | SLO 1: Students will demonstrate competence in differential and integral calculus. |

SLO 2: Students will demonstrate competence in vector and matrix algebra. | |

SLO 3: Students will understand vector spaces and linear transformations. | |

SLO 4: Students will solve differential equations and apply them to problems in natural and social science. | |

SLO 5: Students will demonstrate competence in set theory, logic, functions and other foundations of mathematics. | |

SLO 6: Students will do advanced study in at least two of the core areas of analysis, algebra, differential equations, and probability and statistics. | |

SLG 2: Students will learn to communicate mathematical ideas, so the student can read, write, listen, and speak effectively about mathematics. | SLO 1: Students will write proofs of theorems. |

SLO 2: Students will write papers about mathematics and its applications. | |

SLO 3: Students will give oral presentations to classes and professional organizations. | |

SLO 4: Students read research and expository articles on current developments in mathematics. | |

SLO 5: Students will qualify to be CETL math tutors. | |

SLG 3: Students will use calculators and other technologies in appropriate mathematical contexts. | SLO 1: Students demonstrate competence in TI-83/84 and TI-89 calculators for graphic, numeric, and symbolic calculation. |

SLO 2: Students demonstrate competence in Minitab or other statistical software for data analysis. | |

SLO 3: Students demonstrate competence in mathematical software such as Matlab and Mathematica for graphic, numeric, and symbolic calculation. | |

SLO 4: Students demonstrate competence in basic Computer Science and programming. | |

SLO 5: Students demonstrate competence in writing programs to solve mathematical problems. | |

SLG 4: Students will develop higher order and critical thinking skills through the mathematical reasoning process. | SLO 1: Students can formulate mathematical theorems and write rigorous proofs. |

SLO 2: Students will use statistics to analyze data and draw conclusions. | |

SLO 3: Students use technology to solve mathematical and real-world problems. | |

SLG 5: Students will relate mathematics to the real world through problem solving situations. | SLO 1: Students will apply mathematics to solve problems in the natural and social sciences. |

SLO 2: Students will build mathematical models to describe real world phenomena. | |

SLO 3: Students will use statistics to analyze data and draw conclusions. | |

SLG 6: Students will appreciate the beauty, elegance, utility, and power of mathematics. | SLO 1: Students will study the history of mathematics from ancient to modern times. |

SLO 2: Students can articulate the value of mathematics in their lives and in society. | |

SLG 7: Students will be prepared to successfully pursue further study in mathematics or other disciplines. | SLO 1: Students apply to graduate schools and get accepted. |

SLO 2: Students engage in undergraduate research. | |

SLO 3: Students apply to summer REU programs. | |

SLG 8: Students will be prepared for employment in government, business, and industry where a strong mathematics foundation is needed | SLO 1: Students apply for jobs and get hired. |

SLO 2: Students apply for internships. |

## Mathematics Education Program Mission

The mission of the Mathematics BSEd program is to provide pre-service secondary mathematics teachers with necessary content and pedagogical knowledge, build technological skills, and foster appropriate dispositions, facilitating effective teaching of mathematics to all students.

## Mathematics Education Program Goals and Outcomes

Student Learning Goals | Student Learning Outcomes |
---|---|

SLG 1: Pre-service secondary mathematics teachers will demonstrate and apply knowledge of the core mathematics content as applicable to its instruction. | SLO 1: Solve problems that require application of their knowledge of algebra, geometry, probability and statistics, mathematical systems, history, and calculus. |

SLO 2: Articulate mathematical concepts and effectively communicate them to students using appropriate mathematical vocabulary and terminology. | |

SLG 2: Pre-service secondary mathematics teachers will apply knowledge of curriculum standards for secondary mathematics and their relationship to student learning within and across mathematical domains. | SLO 3: Manage the classroom environment to provide safe and positive learning experiences. |

SLO 4: Present well-planned lessons conducive to student learning using multiple teaching strategies. | |

SLO 5: Assess student learning of mathematics using both formal and informal methods of assessment. | |

SLO 6: Deliver instruction that incorporates multiple learning modalities, including adaptations to address diverse learning needs. | |

SLO 7: Students demonstrate they are prepared to teach mathematics to students in a variety of grades (6 -12) and in a variety of settings. | |

SLG 3: Pre-service secondary mathematics teachers will analyze and consider research in planning for and leading students in rich mathematical learning experiences. | SLO 3: Manage the classroom environment to provide safe and positive learning experiences. |

SLO 8: Students are prepared to teach mathematics to students in a variety of grades (5 -12) and in a variety of settings. | |

SLO 9: Identify professional associations for all teachers and for mathematics teachers and state benefits of membership in such associations. | |

SLG 4: Pre-service secondary mathematics teachers will select and use appropriate instructional tools and make appropriate decisions about when such tools enhance teaching and learning. | SLO 3: Manage the classroom environment to provide safe and positive learning experiences. |

SLO 4: Present well-planned lessons conducive to student learning using multiple teaching strategies. | |

SLO 5: Assess student learning of mathematics using both formal and informal methods of assessment. | |

SLO 6: Deliver instruction that incorporates multiple learning modalities, including adaptations to address diverse learning needs. | |

SLO 8: Students are prepared to teach mathematics to students in a variety of grades (5 -12) and in a variety of settings. | |

SLO 10: Incorporate technology in the teaching and learning of mathematics to enhance students’ learning and understanding of mathematics. | |

SLG 5: Pre-service secondary mathematics teachers will demonstrate the interconnectedness of mathematical ideas and how they build on one another. | SLO 1: Solve problems that require application of their knowledge of algebra, geometry, probability and statistics, mathematical systems, history, and calculus. |

SLO 2: Articulate mathematical concepts and effectively communicate them to students using appropriate mathematical vocabulary and terminology. | |

SLO 4: Present well-planned lessons conducive to student learning using multiple teaching strategies. | |

SLO 10: Incorporate technology in the teaching and learning of mathematics to enhance students’ learning and understanding of mathematics. | |

SLG 6: Pre-service secondary mathematics teachers will plan, provide, and implement elements relevant to their efforts and those of their students while communicating and making connections to other content areas by using high quality tasks to guide discussions for clarification and conceptual understanding. | SLO 2: Articulate mathematical concepts and effectively communicate them to students using appropriate mathematical vocabulary and terminology. |

SLO 5: Assess student learning of mathematics using both formal and informal methods of assessment. | |

SLO 6: Deliver instruction that incorporates multiple learning modalities, including adaptations to address diverse learning needs. | |

SLO 9: Identify professional associations for all teachers and for mathematics teachers and state benefits of membership in such associations. | |

SLO 10: Incorporate technology in the teaching and learning of mathematics to enhance students’ learning and understanding of mathematics. |

## Bachelor of Arts with a Major in Mathematics

General Education | ||

General Education Courses | 40 | |

Required Core | 24 | |

Calculus I | ||

Calculus II | ||

Math Proof & Problem Solving | ||

Calculus III | ||

Introduction to Differential Equations | ||

Linear Algebra | ||

Introduction to Mathematical Programming | ||

Elect from the following (Including at least 12 credits of 400 level coursework) | 17 | |

Intro to Research Math ^{*} | ||

Introduction to Mathematical Programming ^{**} | ||

Intro to Mathematical Modeling | ||

Number Theory | ||

History of Mathematics | ||

Abstract Algebra | ||

Probability And Statistics I | ||

Probability and Statistics II | ||

Real Analysis | ||

Complex Analysis | ||

Intro to Partial Differential Equations | ||

Numerical Analysis | ||

Directed Research in Math ^{***} | ||

*No more than 2 credits of MATH 294 can be used as an elective. | ||

**The repeat of MATH 314 as an elective would use a different programming software than used in MATH 314 course taken in the required core. | ||

***No more than 4 credits of MATH 494 can be used as an elective. | ||

Required Support Course | 4 | |

Visual Basic and VBA | ||

Computer Science I | ||

Electives | 35 | |

Including second major and one area of concentration, or minor and one area of concentration, or three areas of concentration, or two minors. | ||

Total Hours | 120 |

## Bachelor of Science in Education with a Major in Mathematics

General Education | ||

General Education Courses ^{*1} | 36 | |

Required Core | 41 | |

Calculus I | ||

Calculus II | ||

Math Proof & Problem Solving | ||

Linear Algebra | ||

Introduction to Mathematical Programming | ||

Intro to Mathematical Modeling | ||

Number Theory | ||

Algebra for Secondary Teachers | ||

College Geometry | ||

History of Mathematics | ||

Probability And Statistics I | ||

Probability and Statistics II | ||

Required Support Course | 4 | |

Select one of the following: | ||

Visual Basic and VBA | ||

Computer Science I | ||

Professional Education Sequence | 39 | |

May be taken prior to admission to Teacher Education | ||

Educational Psychology | ||

Clinical I | ||

Managing the Learning Environment | ||

Clinical II | ||

Teaching Diverse Learners | ||

Clinical III | ||

Curriculum, Planning & Assessment I | ||

Clinical IV | ||

Curriculum, Planning, and Assessment II | ||

Clinical V | ||

Fall Experience | ||

Child & Adolescent Psychology | ||

Introduction to Exceptional Children | ||

Ethnic and Cultural Diversity in America | ||

May be taken only after admission to Teacher Education | ||

Technology in Teaching | ||

Student Teaching Seminar | ||

Student Teaching, Secondary | ||

Secondary Math Practicum | ||

Teaching Mathematics | ||

Additional program requirement is for the student to take the PRAXIS II Mathematics: Content Knowledge exam and the PRAXIS II Principles of Learning and Teaching: Grades 7-12 exam before completing the program. | ||

Total Hours | 120 |

^{1} | Math 165 is required for the math GenEd requirement |

## Mathematics Minor (Non-Teaching)

Required Core | ||

MATH 165 | Calculus I | 4 |

MATH 166 | Calculus II | 4 |

MATH 205 | Math Proof & Problem Solving | 3 |

or MATH 208 | Discrete Mathematics I | |

MATH 305 | Linear Algebra | 4 |

Two MATH Electives from 200, 300, or 400 level courses ^{1} | 7 | |

Total Hours | 22 |

^{1} | MATH 277 Mathematics for Elementary Teachers I, MATH 371 Early Practicum, MATH 377 Mathematics for Elementary Teachers II, MATH 381 Secondary Math Practicum, MATH 391 Teaching Mathematics. |

## Mathematics Minor (Teaching)

Required Core | ||

MATH 165 | Calculus I | 4 |

MATH 166 | Calculus II | 4 |

MATH 205 | Math Proof & Problem Solving | 3 |

MATH 210 | Elementary Statistics | 4 |

MATH 305 | Linear Algebra | 4 |

MATH 320 | Number Theory | 3 |

MATH 330 | College Geometry | 4 |

MATH 381 | Secondary Math Practicum | 1 |

MATH 391 | Teaching Mathematics | 3 |

Required Support Courses | ||

Select one of the following: | 4 | |

Visual Basic and VBA | ||

Computer Science I | ||

Total Hours | 34 |

Additional program requirement is for the student to take the PRAXIS II Mathematics: Content Knowledge exam and the PRAXIX II Principles of Learning and Teaching: Grades 7-12 exam before completing the program.

## Applied Statistics Minor

Required Core | ||

MATH 146 | Applied Calculus | 3 |

or MATH 166 | Calculus II | |

MATH 210 | Elementary Statistics | 4 |

MATH 305 | Linear Algebra | 4 |

Select three of the following: | 12 | |

Linear Models | ||

Experimental Design | ||

Probability And Statistics I | ||

Probability and Statistics II | ||

Total Hours | 23 |

## Mathematics Concentration

Select four of the following: | 12 | |

MATH 107 or Higher Numbered Courses | ||

Excluding: | ||

Environmental Mathematics | ||

Mathematics for Elementary Teachers I | ||

Early Practicum | ||

Mathematics for Elementary Teachers II | ||

Secondary Math Practicum | ||

Teaching Mathematics | ||

Total Hours | 12 |

## Applied Statistics Concentration

Select three of the following: | 12 | |

Elementary Statistics | ||

Linear Models | ||

Experimental Design | ||

Probability And Statistics I | ||

Probability and Statistics II | ||

Total Hours | 12 |