Mathematics Course Descriptions
It is strongly recommended that students have completed prealgebra or beginning algebra in either high school or college in order to be successful in this course. The traditional topics of intermediate algebra through quadratic equations and functions.
It is strongly recommended that students have completed one year of high school algebra or MATH 100 in order to be successful in this course. Development of the number systems — whole numbers through real numbers. Problem solving strategies, functions, elementary logic and set theory are included.
Prerequisite: MATH 101. An introduction to geometric concepts, measurement, probability, statistics and basic computer concepts.
It is strongly recommended that students have completed one year of high school algebra and one year of high school geometry or MATH 100 in order to be successful in this course. A study of functions and graphs, solutions of equations and inequalities and the properties of polynomial, rational, exponential and logarithmic functions.
It is strongly recommended that students have completed two years of high school algebra and one year of high school geometry or MATH 109 in order to be successful in this course. The study of trigonometric, logarithmic and exponential functions and their applications.
This course is designed to help students learn to apply the tools of logic to concrete situations, such as those posed on LSAT and GMAT tests. The course will include a discussion of propositional logic, propositional equivalences, rules of inference and common fallacies. Students are strongly encouraged to take PHIL 100: Introduction to Logic and Critical Thinking either prior to or concurrently with this course.
It is strongly recommended that students have completed at least two years of high school algebra in order to be successful in this course. A quantitative reasoning course for students in the liberal arts, focusing on applications of mathematics to social issues in our world. Contains the study of providing urban services, making social choices, constructing fair voting systems, and planning the fair division of resources.
It is strongly recommended that students have high-school level algebra skills and/or successful completion of College Algebra in order to be successful in this course. This course is designed to prepare students for Calculus I. It covers a variety of topics from algebra, with emphasis on the development of rational, exponential, logarithmic and trigonometric functions including their essential properties, graphs and basic applications. Additional topics range from linear systems to conic sections.
It is strongly recommended that students have completed two years of high school algebra in order to be successful in this course. This course will cover trigonometry and vectors with an emphasis on applications in architecture and mechanics. Logarithms, logarithmic scales, and their applications will also be covered. At least one-third of class time will be spent on group projects which apply the course material.
It is strongly recommended that students have completed one year of high school algebra in order to be successful in this course. A course to acquaint the student with the basic ideas and language of statistics including such topics such as descriptive statistics, correlation and regression, basic experimental design, elementary probability, binomial and normal distributions, estimation and test of hypotheses, and analysis of variance.
It is strongly recommended that students have completed two years of high school algebra in order to be successful in this course. Topics from differential and integral calculus with an emphasis on business applications. This class cannot be used as a prerequisite for for MATH 232.
It is strongly recommended that students have completed two years of high school algebra and one semester of high school trigonometry in order to be successful in this course. A study of the fundamental principles of analytic geometry and calculus with an emphasis on differentiation.
Prerequisite: MATH 231 or MATH 236. It is recommended that students receive a grade of C or better in MATH 231 or MATH 236 to be successful in this course. Continuation of Calculus I including techniques of integration and infinite series.
Prerequisite: MATH 232. It is recommended that students receive a grade of C or better in MATH 231 to be successful in this course.
Functions of two variables, partial differentiation, applications of multiple integrals to areas and volumes, line and surface integrals, and vectors.
Prerequisite: MATH 231 or MATH 236. It is strongly recommended that students have completed MATH 232 to be successful in this course. A careful introduction to the process of constructing mathematical arguments, covering the basic ideas of logic, sets, functions and relations. A substantial amount of time will be devoted to looking at important forms of mathematical argument such as direct proof, proof by contradiction, proof by contrapositive and proof by cases. Applications from set theory, abstract algebra or analysis may be covered at the discretion of the instructor.
Prerequisite: MATH 232. Study of linear transformations, matrices and vector spaces.
It is strongly recommended that students have a Math ACT score of 28 or better and a course in trigonometry with a grade of B or better in order to be successful in this course. This course is an introduction to single variable calculus with an emphasis on differential calculus. We will cover limits, derivatives, and applications, with an emphasis on both calculational techniques and their theoretical underpinnings. The course will conclude with an exploration of the Riemann sum definition of the definite integral.
Prerequisites: MATH 227 and CSCI 152. An introductory exploration of the data science process, its uses, and its applications. Students will focus on the derivation of actionable knowledge from data using the data science pipeline. Pipeline topics include data acquisition, cleaning of data, transformation of data, analysis of data, and interpretation of data. Analysis of data includes an introduction to both statistical and machine learning techniques. Interpretation of data will include an introduction to data visualization. Additionally, the course will address the role of data science and the implications of its use in our culture, our world, and our individual lives. The course uses a problem-based approach where students will engage with other students and with the course materials.
Selected Topics are courses of an experimental nature that provide students a wide variety of study opportunities and experiences. Selected Topics offer both the department and the students the opportunity to explore areas of special interest in a structured classroom setting. Selected Topics courses (course numbers 290, 390, 490) will have variable titles and vary in credit from 1-3 semester hours. Selected Topic courses may not be taken as a Directed Study offering.
Many academic departments offer special research or investigative projects beyond the regular catalog offering. Significant responsibility lies with the student to work independently to develop a proposal for study that must be approved by a faculty mentor and the appropriate department chair. The faculty member will provide counsel through the study and will evaluate the student’s performance. Sophomores, juniors and seniors are eligible. Students must register for research (291, 292, 391, 392, 491 or 492) to receive credit and are required to fill out a Permission to Register for Special Coursework form. It is recommended that students complete not more than 12 hours of research to apply toward the baccalaureate degree.
Prerequisite: MATH 233. Students will solve problems that require nonstandard applications of selected mathematical topics. "Nonstandard" refers to techniques needed for mathematics competitions such as the Putnam Competition. Topics include calculus, algebra, and combinatorics. Each offering of the course will emphasize different topics. Students may take the course up to three times for credit. S/U Grading.
Prerequisite: MATH 232. It is recommended that students receive a grade of C or better in MATH 232 to be successful in this course.
This course includes an introduction to probability theory, discrete and continuous random variables, mathematical expectation and multivariate distributions.
Prerequisite: MATH 326. It is recommended that students receive a grade of C or better in MATH 326 to be successful in this course.
This course takes the material from MATH 326 into the applications side of statistics including functions of random variables, sampling distributions, estimations and hypothesis testing.
Prerequisite: MATH 234. Foundations of Euclidian geometry from the axioms of Hilbert and an introduction to non-Euclidian geometry.
Prerequisite: MATH 232. A first course in ordinary differential equations.
Interns must have at least 60 credit hours, completed appropriate coursework and have a minimum GPA of 2.5 prior to registering for academic credit. Also, approval must be obtained from the student's faculty sponsor and required forms must be completed by the deadline. Note: *Architecture, Music Therapy and Education majors do not register internships through Career Planning & Development. These students need to speak with his/her advisor regarding credit requirements and options. S/U grading.
Prerequisite: MATH 227 or MATH 327. In almost any study, there is the task of predicting or explaining the behavior of a particular variable. In most cases such research is possible through the analysis of a relationship of this variable with some others. Such interactions are not pre-determined and are of a random nature. A mathematical model of such relationship becomes one of the most important tools of study. Construction, examination and use of such a model are subjects of the regression analysis.
Prerequisite: MATH 234. An introduction to point-set topology. Metric spaces, connectedness, completeness and compactness are some of the topics discussed.
Modern topics in mathematics are discussed in a seminar setting. Students integrate their study of mathematics throughout their undergraduate years and explore the connections among mathematics and other courses they have pursued. Departmental assessment of the major is included. This course is designed to be a capstone experience taken during the final semester of the senior year.
The history and philosophy of mathematics are discussed in a seminar setting. All students in this course must complete a project wherein familiar questions asked by high school math students are examined and answered in depth. Also, students are required to read and make a presentation on an article from an approved mathematics education journal. Department assessment of the major is included. This course is designed to be a capstone experience taken during the fall semester of the senior year.