# 2016-17 Undergraduate and Graduate Catalogs

## 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

Goal | Outcome |
---|---|

The goals of the BA in mathematics are as follows: | The outcomes of the BA in mathematics are as follows: |

To provide a foundation in principles of mathematics. | Demonstrate competency in the foundation areas of calculus and linear algebra and in at least two of the more specialized areas of algebra, analysis, classical applied mathematics, and/or probability and statistics. |

To provide experiences communicating mathematical ideas so the student can read, write, listen, and speak effectively about mathematics. | Apply for graduate school in mathematics and get accepted. |

To provide experiences using calculators and other technologies in appropriate mathematical contexts. | Get a job in industry where a strong mathematics background is needed. |

To develop the student’s higher order and critical thinking skills through the mathematical reasoning process. | Use mathematics and calculator/technology to solve real world problems. |

To enable students to relate mathematics to the real world through problem solving situations. | Communicate abstract mathematical concepts through proofs and problem solving. |

To foster an appreciation of the beauty, elegance, utility, and power of mathematics. | Articulate the value of mathematics in their lives and in society. |

To provide broad mathematical training so the student can successfully pursue further study in mathematics or other disciplines. | |

To prepare the student for employment in government, business, and industry where a strong mathematics foundation is needed. |

## Mathematics Education Program Mission

The mission of the Mathematics BSE program is to equip students with the mathematical and technical knowledge, the communication and management skills of, values of mathematics and the ability to apply them and the dispositions required to effectively teach secondary mathematics to all students.

## Mathematics Education Program Goals and Outcomes

Goal | Outcome |
---|---|

The goals of the BS program in mathematics education are as follows: | Graduates of the BS program in mathematics education will be able to do the following: |

To provide a foundation in principles of mathematics. | Solve problems that require application of their knowledge of algebra, geometry, probability and statistics, mathematical systems, history, and calculus. |

To provide a foundation in the art and craft of teaching. | Articulate mathematical concepts and effectively communicate them to students using appropriate mathematical vocabulary and terminology. |

To provide a foundation in mathematics teaching methodologies. | Manage the classroom environment to provide safe and positive learning experiences. |

To prepare the student for licensure in 7-12 mathematics education. | Present well planned lessons conducive to student learning using multiple teaching strategies. |

To prepare students for employment where a strong mathematics education foundation is needed. | Incorporate technology in the teaching and learning of mathematics to enhance students’ learning and understanding of mathematics. |

To prepare prospective mathematics teachers to engage in professional development activities and to become involved in professional associations. | Assess student learning of mathematics using both formal and informal methods of assessment. |

To provide prospective mathematics teachers with a foundation in technologies used for teaching mathematics and for administrative and management activities. | Deliver instruction that incorporates multiple learning modalities, including adaptations to address diverse learning needs. |

To provide opportunities for prospective teachers to work with diverse student populations. | Teach mathematics to students in a variety of grades (7-12) and in a variety of settings. |

To ensure that prospective mathematics teachers can help all students learn mathematics. | Identify professional associations for all teachers and for mathematics teachers and state benefits of membership in such associations. |

To provide a foundation in assessment of student learning of mathematics. |

## Bachelor of Arts with a Major in Mathematics

General Education | ||

General Education Courses | 40 | |

Required Core | 23 | |

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 | 36 | |

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 | 40 | |

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 | 40 | |

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 |