2024-2025 Academic Catalog

REVIEW OF ELEMENTARY ALGEBRA THROUGH INTRODUCTION TO QUADRATIC EQUATIONS. THIS COURSE DOES NOT COUNT FOR DEGREE CREDIT AND DOES NOT SATISFY THE GENERAL EDUCATION REQUIREMENT IN MATHEMATICS. GRADING IS P OR F.

A REVIEW OF ELEMENTARY ALGEBRA INCLUDING FRACTIONS, OPERATIONS ON REAL NUMBERS, POLYNOMIALS, FIRST AND SECOND DEGREE EQUATIONS AND INEQUALITIES, EXPONENTS, GRAPHING, RELATIONS AND FUNCTIONS, AND SYSTEMS OF EQUATIONS AND INEQUALITIES. THIS COURSE DOES NOT COUNT FOR DEGREE CREDIT AND DOES NOT SATISFY THE GENERAL EDUCATION REQUIREMENT IN MATHEMATICS. GRADING IS P OR F. Required Previous: Students with ACT of 19 or above may not enroll.

THIS COURSE IS DESIGNED TO BE TAKEN ALONGSIDE AN INTRODUCTION TO PROBABILITY AND STATISTIC COURSE. IT REVIEWS OR INTRODUCES KEY CONCEPTS AND SKILLS STUDENTS NEED TO SUCCEED IN INTRODUCTION TO PROBABILITY AND STATISTICS. THESE CONCEPTS INCLUDE DATA ANALYSIS, ELEMENTARY AND GENERAL PROBABILITY SPACES TREATED FROM AN INTUITIVE POINT OF VIEW, COMMON FREQUENCY DISTRIBUTIONS, AND STATISTICAL INFERENCE.

THIS COURSE IS DESIGNED TO BE TAKEN ALONGSIDE A SURVEY OF MATHEMATICS COURSE. IT REVIEWS OR INTRODUCES KEY CONCEPTS AND SKILLS STUDENTS NEED TO SUCCEED IN SURVEY OF MATHEMATICS. TOPICS WILL BE SELECTED FROM LOGIC, ALGEBRA, ANALYSIS, GEOMETRY, TOPOLOGY, PROBABILITY, STATISTICS, AND MATHEMATICS OF FINANCE. Required Previous: Students with ACT of 19 or above may not enroll.

THIS COURSE IS DESIGNED TO BE TAKEN ALONGSIDE A COLLEGE ALGEBRA COURSE. IT REVIEWS OR INTRODUCES KEY CONCEPTS AND SKILLS STUDENTS NEED TO SUCCEED IN COLLEGE ALGEBRA. THESE CONCEPTS INCLUDE RATIONAL ARITHMETIC, FACTORING POLYNOMIALS, GRAPHING FUNCTIONS, ALGEBRAIC RULES, AND NOTATION. Required Previous: Students with ACT of 19 of above may not enroll.

THIS COURSE IS DESIGNED TO BE TAKEN ALONGSIDE A FUNCTIONS AND MODELING COURSE. IT REVIEWS OR INTRODUCES KEY CONCEPTS AND SKILLS STUDENTS NEED TO SUCCEED IN FUNCTIONS AND MODELING. THESE CONCEPTS INCLUDE STUDY OF EQUATIONS AND FUNCTIONS (LINEAR, POLYNOMIAL, RATIONAL, EXPONENTIAL, LOGARITHMIC) FROM VARIOUS PERSPECTIVES (SYMBOLIC, VERBAL, NUMERICAL, GRAPHICAL), DIGITAL TECHNIQUES FOR GRAPHING FUNCTIONS, SOLVING EQUATIONS, AND MODELING DATA USING REGRESSIONS. Required Previous: Students with ACT 19 or above may not enroll.

ACROSS ALL MATHEMATICS COURSES, DEPARTMENT OBJECTIVES FOR CONCLUDING STUDENTS' SKILLSET INCLUDE PROBLEM-SOLVING STRATEGIES AND REASONING SKILLS FOR ROUTINE AND NONROUTINE CONTEXTUAL OR NON-CONTEXTUAL PROBLEMS (ABSTRACT AND REAL-WORLD); COMMUNICATING MATHEMATICAL IDEAS ORALLY AND IN WRITING SUCH AS ANALYZING, REPRESENTING, AND GENERALIZING; CONSTRUCT MATHEMATICAL MODELS AS WELL AS UNDERSTAND THE PROCESS OF MODELING MATHEMATICS; AND COMPETENCY WITH SYMBOLIC MANIPULATION AS WELL AS FLEXIBILITY WITH Required Previous: Must have an ACT Math subject score of 19, OR have a SAT Math subject score of 510, OR have completed Math-0214, OR have tested out of a math deficiency in Accuplacer, OR have an ACT Math subject score of 16 or higher AND enroll in Math-0221.

AN INTRODUCTION TO VARIOUS TOPICS IN MATHEMATICS DESIGNED TO CONVEY A GENERAL KNOWLEDGE AND APPRECIATION OF MATHEMATICS. TOPICS WILL BE SELECTED FROM LOGIC, ALGEBRA, ANALYSIS, GEOMETRY, TOPOLOGY, PROBABILITY, STATISTICS, AND MATHEMATICS OF FINANCE. Required Previous: Must have an ACT Math subject score of 19, OR have a SAT Math subject score of 510, OR have completed Math-0203, OR have completed Math-0124, OR have tested out of a math deficiency in Accuplacer, OR have an ACT Math subject score of 16 or higher AND enroll in Math-0411.

ACROSS ALL MATHEMATICS COURSES, DEPARTMENT OBJECTIVES FOR CONCLUDING STUDENTS' SKILLSET INCLUDE PROBLEM-SOLVING STRATEGIES AND REASONING SKILLS FOR ROUTINE AND NONROUTINE CONTEXTUAL OR NON-CONTEXTUAL PROBLEMS (ABSTRACT AND REAL-WORLD); COMMUNICATING MATHEMATICAL IDEAS ORALLY AND IN WRITING SUCH AS ANALYZING, REPRESENTING, AND GENERALIZING; CONSTRUCT MATHEMATICAL MODELS AS WELL AS UNDERSTAND THE PROCESS OF MODELING MATHEMATICS; AND COMPETENCY WITH SYMBOLIC MANIPULATION AS WELL AS FLEXIBILITY WITH Required Previous: Must have an ACT Math subject score of 19, OR have a SAT Math subject score of 510, OR have completed Math-0124, OR have tested out of a math deficiency in Accuplacer, OR have an ACT Math subject score of 16 or higher AND enroll in Math-0512.

STUDY OF EQUATIONS AND FUNCTIONS (LINEAR, POLYNOMIAL, RATIONAL, EXPONENTIAL, LOGARITHMIC) FROM VARIOUS PERSPECTIVES (SYMBOLIC, VERBAL, NUMERICAL, GRAPHICAL), DIGITAL TECHNIQUES FOR GRAPHING FUNCTIONS, SOLVING EQUATIONS, AND MODELING DATA USING REGRESSIONS. THIS COURSE IS DESIGNED FOR STUDENTS IN AGRICULTURAL, BUSINESS, LIFE/HEALTH SCIENCE, OR SOCIAL SCIENCE MAJORS. Required Previous: Must have an ACT Math subject score of 19, OR have a SAT Math subject score of 510, OR have completed Math-0124, OR have tested out of a math deficiency in Accuplacer, OR have an ACT Math subject score of 16 or higher AND enroll in Math-0612.

SELECTED TOPICS FROM ALGEBRA, TRIGONOMETRY, ANALYTICAL GEOMETRY, PROBABILITY, AND OTHER TOPICS APPLICABLE TO THE STUDY OF BIOLOGY. OPEN ONLY TO MEDICAL TECHNOLOGY MAJORS AND BIOLOGY MAJORS AND MINORS. DEGREE CREDIT NOT ALLOWED IN BOTH MATH 1513 & 1653, NOR IN BOTH MATH 1614 & 1653. THIS COURSE DOES NOT SATISFY THE GENERAL EDUCATION REQUIREMENT FOR TEACHER CERTIFICATION. Required Previous: Must have an ACT Math subject score of 19 or have a SAT Math subject score of 510 or have completed Math-0214 or have tested out of a math deficiency in Accuplacer.

ACROSS ALL MATHEMATICS COURSES, DEPARTMENT OBJECTIVES FOR CONCLUDING STUDENTS' SKILLSET INCLUDE PROBLEM-SOLVING STRATEGIES AND REASONING SKILLS FOR ROUTINE AND NONROUTINE CONTEXTUAL OR NON-CONTEXTUAL PROBLEMS (ABSTRACT AND REAL-WORLD); COMMUNICATING MATHEMATICAL IDEAS ORALLY AND IN WRITING SUCH AS ANALYZING, REPRESENTING, AND GENERALIZING; CONSTRUCT MATHEMATICAL MODELS AS WELL AS UNDERSTAND THE PROCESS OF MODELING MATHEMATICS; AND COMPETENCY WITH SYMBOLIC MANIPULATION AS WELL AS FLEXIBILITY WITH Required Previous or Concurrent: Take MATH-1513 MATH-1613 or MATH-1653.

INFORMAL STUDY OF DIFFERENTIATION AND INTEGRATION OF POLYNOMIAL, EXPONENTIAL AND LOGARITHMIC FUNCTIONS WITH APPLICATIONS TO BUSINESS, LIFE AND SOCIAL SCIENCES. (NOTE: DEGREE CREDIT NOT ALLOWED IN BOTH MATH 2613 & 2825) Required Previous: Take MATH-1513 MATH-1613 or MATH-1653.

THIS COURSE IS DESIGNED TO GIVE EDUCATION MAJORS RICH MATHEMATICAL EXPERIENCES AND OPPORTUNITIES TO DEMONSTRATE CONNECTIONS AND APPLY UNDERSTANDINGS TO THE FOLLOWING MATHEMATICAL CONCEPTS: DEMONSTRATE AND EXPLAIN ARITHMETIC OPERATIONS USING STANDARD AND NON-STANDARD ALGORITHMS WITH VARIOUS MODELS, INTERPRETATIONS, MANIPULATIVES, AND REPRESENTATIONS FOR WHOLE NUMBERS AND INTEGERS.; UTILIZE MENTAL MATH, ESTIMATION, SET THEORY, OTHER BASE NUMERATION SYSTEMS, FACTORING, AND DIVISIBILITY TO SOLVE PRO Required Previous: Must have an ACT Math subject score of 19 or have a SAT Math subject score of 510 or have completed Math-0124 or have tested out of a math deficiency in Accuplacer.

THIS COURSE IS DESIGNED TO GIVE EDUCATION MAJORS RICH MATHEMATICAL EXPERIENCES AND OPPORTUNITIES TO DEMONSTRATE CONNECTIONS AND APPLY UNDERSTANDINGS TO THE FOLLOWING MATHEMATICAL CONCEPTS: USE APPROPRIATE TERMINOLOGY AND NOTATION OF GEOMETRY; CLASSIFY, ANALYZE, AND CATEGORIZE SHAPES IN TWO AND THREE DIMENSIONS; DEFINE AND APPLY UNITS OF MEASURE, INCLUDING THE CREATION AND USE OF NONSTANDARD UNITS; APPLY AND CONSTRUCT ALGEBRAIC FORMULAS RELATING LINEAR MEASUREMENTS OF GEOMETRIC SHAPES TO THE TWO Required Previous or Concurrent: Take MATH-2713

THIS COURSE IS DESIGNED TO GIVE EDUCATION MAJORS RICH MATHEMATICAL EXPERIENCES AND OPPORTUNITIES TO DEMONSTRATE CONNECTIONS AND APPLY UNDERSTANDINGS TO THE FOLLOWING MATHEMATICAL CONCEPTS: USE RATIOS, PROPORTIONS, DRAWINGS, AND/OR MANIPULATIVES TO REPRESENT, EXPLAIN, AND SOLVE PROBLEMS INCORPORATING FRACTIONS, DECIMALS, AND PERCENTAGES; DEMONSTRATE AND DISTINGUISH BETWEEN STANDARD AND NONSTANDARD ALGORITHMS, INTERPRETATIONS, AND REPRESENTATIONS OF RATIONAL AND REAL NUMBERS; IDENTIFY AND APPLY TH Required Previous or Concurrent: Take MATH-2713.

ACROSS ALL MATHEMATICS COURSES, DEPARTMENT OBJECTIVES FOR CONCLUDING STUDENTS' SKILLSET INCLUDE PROBLEM-SOLVING STRATEGIES AND REASONING SKILLS FOR ROUTINE AND NONROUTINE CONTEXTUAL OR NON-CONTEXTUAL PROBLEMS (ABSTRACT AND REAL-WORLD); COMMUNICATING MATHEMATICAL IDEAS ORALLY AND IN WRITING SUCH AS ANALYZING, REPRESENTING, AND GENERALIZING; CONSTRUCT MATHEMATICAL MODELS AS WELL AS UNDERSTAND THE PROCESS OF MODELING MATHEMATICS; AND COMPETENCY WITH SYMBOLIC MANIPULATION AS WELL AS FLEXIBILITY WITH Required Previous: Take MATH-1713.

DIRECTED STUDY ON SPECIAL SUBJECT OR PROBLEM.

DIRECTED GROUP STUDY ON SPECIAL SUBJECT OR PROBLEM.

DIRECTED GROUP STUDY ON SPECIAL SUBJECT OR PROBLEM.

DIRECTED GROUP STUDY ON SPECIAL SUBJECT OR PROBLEM.

ACROSS ALL MATHEMATICS COURSES, DEPARTMENT OBJECTIVES FOR CONCLUDING STUDENTS' SKILLSET INCLUDE PROBLEM-SOLVING STRATEGIES AND REASONING SKILLS FOR ROUTINE AND NONROUTINE CONTEXTUAL OR NON-CONTEXTUAL PROBLEMS (ABSTRACT AND REAL-WORLD); COMMUNICATING MATHEMATICAL IDEAS ORALLY AND IN WRITING SUCH AS ANALYZING, REPRESENTING, AND GENERALIZING; CONSTRUCT MATHEMATICAL MODELS AS WELL AS UNDERSTAND THE PROCESS OF MODELING MATHEMATICS; AND COMPETENCY WITH SYMBOLIC MANIPULATION AS WELL AS FLEXIBILITY WITH Required Previous: Math-2825 or departmental approval.

ACROSS ALL MATHEMATICS COURSES, DEPARTMENT OBJECTIVES FOR CONCLUDING STUDENTS' SKILLSET INCLUDE PROBLEM-SOLVING STRATEGIES AND REASONING SKILLS FOR ROUTINE AND NONROUTINE CONTEXTUAL OR NON-CONTEXTUAL PROBLEMS (ABSTRACT AND REAL-WORLD); COMMUNICATING MATHEMATICAL IDEAS ORALLY AND IN WRITING SUCH AS ANALYZING, REPRESENTING, AND GENERALIZING; CONSTRUCT MATHEMATICAL MODELS AS WELL AS UNDERSTAND THE PROCESS OF MODELING MATHEMATICS; AND COMPETENCY WITH SYMBOLIC MANIPULATION AS WELL AS FLEXIBILITY WITH Required Previous: Take MATH-3025 or departmental approval.

ACROSS ALL MATHEMATICS COURSES, DEPARTMENT OBJECTIVES FOR CONCLUDING STUDENTS' SKILLSET INCLUDE PROBLEM-SOLVING STRATEGIES AND REASONING SKILLS FOR ROUTINE AND NONROUTINE CONTEXTUAL OR NON-CONTEXTUAL PROBLEMS (ABSTRACT AND REAL-WORLD); COMMUNICATING MATHEMATICAL IDEAS ORALLY AND IN WRITING SUCH AS ANALYZING, REPRESENTING, AND GENERALIZING; CONSTRUCT MATHEMATICAL MODELS AS WELL AS UNDERSTAND THE PROCESS OF MODELING MATHEMATICS; AND COMPETENCY WITH SYMBOLIC MANIPULATION AS WELL AS FLEXIBILITY WITH Required Previous: Math-3025 or departmental approval.

ACROSS ALL MATHEMATICS COURSES, DEPARTMENT OBJECTIVES FOR CONCLUDING STUDENTS' SKILLSET INCLUDE PROBLEM-SOLVING STRATEGIES AND REASONING SKILLS FOR ROUTINE AND NONROUTINE CONTEXTUAL OR NON-CONTEXTUAL PROBLEMS (ABSTRACT AND REAL-WORLD); COMMUNICATING MATHEMATICAL IDEAS ORALLY AND IN WRITING SUCH AS ANALYZING, REPRESENTING, AND GENERALIZING; CONSTRUCT MATHEMATICAL MODELS AS WELL AS UNDERSTAND THE PROCESS OF MODELING MATHEMATICS; AND COMPETENCY WITH SYMBOLIC MANIPULATION AS WELL AS FLEXIBILITY WITH Required Previous: Take MATH-3025 and MATH-3093.

A STUDY OF ADVANCED PROBABILITY THEORY INCLUDING COUNTING TECHNIQUES, PERMUTATIONS, AND COMBINATIONS, PROPERTIES OF RANDOM VARIABLES WITH EMPHASIS ON DENSITY FUNCTIONS, EXPECTED VALUES, ESTIMATORS, MOMENTS AND MOMENT GENERATING FUNCTIONS, AND DISCRETE AND CONTINUOUS PROBABILTY DISTRIBUTIONS. Required Previous: Math-1223 or departmental approval

AN ADVANCED COURSE IN APPLIED STATISTICS COVERING THE FOLLOWING TOPICS: SAMPLING DISTRIBUTIONS, SUMMARY MEASURES, INTERVAL ESTIMATION, HYPOTHESIS TESTING, CHI-SQUARE TEST, ANALYSIS OF VARIANCE, LINEAR AND MULTIPLE REGRESSION, CORRELATION ANALYSIS, FORECASTING, TIME SERIES, AND NONPARAMETRIC METHODS. Required Previous: Take MATH-1223 or BSEC-2603.

ACROSS ALL MATHEMATICS COURSES, DEPARTMENT OBJECTIVES FOR CONCLUDING STUDENTS' SKILLSET INCLUDE PROBLEM-SOLVING STRATEGIES AND REASONING SKILLS FOR ROUTINE AND NONROUTINE CONTEXTUAL OR NON-CONTEXTUAL PROBLEMS (ABSTRACT AND REAL-WORLD); COMMUNICATING MATHEMATICAL IDEAS ORALLY AND IN WRITING SUCH AS ANALYZING, REPRESENTING, AND GENERALIZING; CONSTRUCT MATHEMATICAL MODELS AS WELL AS UNDERSTAND THE PROCESS OF MODELING MATHEMATICS; AND COMPETENCY WITH SYMBOLIC MANIPULATION AS WELL AS FLEXIBILITY WITH Required Previous: Take MATH-3025.

ACROSS ALL MATHEMATICS COURSES, DEPARTMENT OBJECTIVES FOR CONCLUDING STUDENTS' SKILLSET INCLUDE PROBLEM-SOLVING STRATEGIES AND REASONING SKILLS FOR ROUTINE AND NONROUTINE CONTEXTUAL OR NON-CONTEXTUAL PROBLEMS (ABSTRACT AND REAL-WORLD); COMMUNICATING MATHEMATICAL IDEAS ORALLY AND IN WRITING SUCH AS ANALYZING, REPRESENTING, AND GENERALIZING; CONSTRUCT MATHEMATICAL MODELS AS WELL AS UNDERSTAND THE PROCESS OF MODELING MATHEMATICS; AND COMPETENCY WITH SYMBOLIC MANIPULATION AS WELL AS FLEXIBILITY WITH Required Previous: Take MATH-3033 and MATH-3093 or departmental approval.

INTRODUCTION TO THE THEORY OF ORDINARY DIFFERENTIAL EQUATIONS, DIFFERENTIAL EQUATIONS OF THE FIRST ORDER AND FIRST DEGREE, FIRST ORDER AND HIGHER DEGREE, LINEAR DIFFERENTIAL EQUATIONS, DIFFERENTIAL EQUATIONS OF ORDER HIGHER THAN THE FIRST, APPLICATIONS. Required Previous: Take MATH-3025 or departmental approval.

SOME PROPERTIES OF THE REAL NUMBER SYSTEM, FUNCTIONS, SEQUENCES, LIMITS, DIFFERENTIATION, RIEMANN INTEGRALS. Required Previous: Math-3033 or departmental approval

ELEMENTS OF SET THEORY, THE REAL NUMBER SYSTEM, MAPPINGS, METRIC SPACES AND GENERAL TOPOLOGICAL SPACES. Required Previous: Take MATH-3033 and MATH-3093 or departmental approval.

A STUDY OF THE COMPLEX NUMBER SYSTEM, FUNCTIONS OF A COMPLEX VARIABLE, DIFFERENTIATION, INTEGRATION, SERIES, RESIDUES AND POLES, CONFORMAL MAPPINGS, AND APPLICATIONS TO THE PHYSICAL SCIENCES. Required Previous: Take MATH-3025.

THE HISTORICAL DEVELOPMENT OF MATHEMATICAL CONCEPTS AND SYMBOLISM. Required Previous: Take MATH-3025 or departmental approval.

ACROSS ALL MATHEMATICS COURSES, DEPARTMENT OBJECTIVES FOR CONCLUDING STUDENTS' SKILLSET INCLUDE PROBLEM-SOLVING STRATEGIES AND REASONING SKILLS FOR ROUTINE AND NONROUTINE CONTEXTUAL OR NON-CONTEXTUAL PROBLEMS (ABSTRACT AND REAL-WORLD); COMMUNICATING MATHEMATICAL IDEAS ORALLY AND IN WRITING SUCH AS ANALYZING, REPRESENTING, AND GENERALIZING; CONSTRUCT MATHEMATICAL MODELS AS WELL AS UNDERSTAND THE PROCESS OF MODELING MATHEMATICS; AND COMPETENCY WITH SYMBOLIC MANIPULATION AS WELL AS FLEXIBILITY WITH Required Previous: Math-2825 or departmental approval

ACROSS ALL MATHEMATICS COURSES, DEPARTMENT OBJECTIVES FOR CONCLUDING STUDENTS' SKILLSET INCLUDE PROBLEM-SOLVING STRATEGIES AND REASONING SKILLS FOR ROUTINE AND NONROUTINE CONTEXTUAL OR NON-CONTEXTUAL PROBLEMS (ABSTRACT AND REAL-WORLD); COMMUNICATING MATHEMATICAL IDEAS ORALLY AND IN WRITING SUCH AS ANALYZING, REPRESENTING, AND GENERALIZING; CONSTRUCT MATHEMATICAL MODELS AS WELL AS UNDERSTAND THE PROCESS OF MODELING MATHEMATICS; AND COMPETENCY WITH SYMBOLIC MANIPULATION AS WELL AS FLEXIBILITY WITH Required Previous: Take MATH-3033.

DIRECTED GROUP STUDY ON SPECIAL SUBJECT OR PROBLEM.

DIRECTED GROUP STUDY ON SPECIAL SUBJECT OR PROBLEM.

DIRECTED GROUP STUDY ON SPECIAL SUBJECT OR PROBLEM.

DIRECTED GROUP STUDY ON SPECIAL SUBJECT OR PROBLEM.

DIRECTED INDIVIDUAL STUDY ON SPECIAL SUBJECT OR PROBLEM. OPEN ONLY TO SELECTED UNDERGRADUATES.

DIRECTED INDIVIDUAL STUDY ON SPECIAL SUBJECT OR PROBLEM.

DIRECTED INDIVIDUAL STUDY ON SPECIAL SUBJECT OR PROBLEM.

DIRECTED INDIVIDUAL STUDY ON SPECIAL SUBJECT OR PROBLEM.

DIRECTED INTENSIVE STUDY ON SELECTED PROBLEM OR SPECIAL TOPIC.

DIRECTED INTENSIVE STUDY ON SELECTED PROBLEM OR SPECIAL TOPIC.

DIRECTED INTENSIVE STUDY ON SELECTED PROBLEM OR SPECIAL TOPIC.

DIRECTED INTENSIVE STUDY ON SELECTED PROBLEM OR SPECIAL TOPIC.

DIRECTED INTENSIVE STUDY ON DEFINITE PROBLEM OR SPECIAL SUBJECT, BASED ON APPROVED OUTLINE OR PLAN, CONFERENCES, ORAL AND WRITTEN REPORTS.

DIRECTED INTENSIVE STUDY ON DEFINITE PROBLEM OR SPECIAL SUBJECT, BASED ON APPROVED OUTLINE OR PLAN, CONFERENCES, ORAL AND WRITTEN REPORTS.

DIRECTED INTENSIVE STUDY ON DEFINITE PROBLEM OR SPECIAL SUBJECT, BASED ON APPROVED OUTLINE OR PLAN, CONFERENCES, ORAL AND WRITTEN REPORTS.

DIRECTED INTENSIVE STUDY ON DEFINITE PROBLEM OR SPECIAL SUBJECT, BASED ON APPROVED OUTLINE OR PLAN, CONFERENCES, ORAL AND WRITTEN REPORTS.

ACROSS ALL MATHEMATICS COURSES, DEPARTMENT OBJECTIVES FOR CONCLUDING STUDENTS' SKILLSET INCLUDE PROBLEM-SOLVING STRATEGIES AND REASONING SKILLS FOR ROUTINE AND NONROUTINE CONTEXTUAL OR NON-CONTEXTUAL PROBLEMS (ABSTRACT AND REAL-WORLD); COMMUNICATING MATHEMATICAL IDEAS ORALLY AND IN WRITING SUCH AS ANALYZING, REPRESENTING, AND GENERALIZING; CONSTRUCT MATHEMATICAL MODELS AS WELL AS UNDERSTAND THE PROCESS OF MODELING MATHEMATICS; AND COMPETENCY WITH SYMBOLIC MANIPULATION AS WELL AS FLEXIBILITY WITH

ACROSS ALL MATHEMATICS COURSES, DEPARTMENT OBJECTIVES FOR CONCLUDING STUDENTS' SKILLSET INCLUDE PROBLEM-SOLVING STRATEGIES AND REASONING SKILLS FOR ROUTINE AND NONROUTINE CONTEXTUAL OR NON-CONTEXTUAL PROBLEMS (ABSTRACT AND REAL-WORLD); COMMUNICATING MATHEMATICAL IDEAS ORALLY AND IN WRITING SUCH AS ANALYZING, REPRESENTING, AND GENERALIZING; CONSTRUCT MATHEMATICAL MODELS AS WELL AS UNDERSTAND THE PROCESS OF MODELING MATHEMATICS; AND COMPETENCY WITH SYMBOLIC MANIPULATION AS WELL AS FLEXIBILITY WITH

ACROSS ALL MATHEMATICS COURSES, DEPARTMENT OBJECTIVES FOR CONCLUDING STUDENTS' SKILLSET INCLUDE PROBLEM-SOLVING STRATEGIES AND REASONING SKILLS FOR ROUTINE AND NONROUTINE CONTEXTUAL OR NON-CONTEXTUAL PROBLEMS (ABSTRACT AND REAL-WORLD); COMMUNICATING MATHEMATICAL IDEAS ORALLY AND IN WRITING SUCH AS ANALYZING, REPRESENTING, AND GENERALIZING; CONSTRUCT MATHEMATICAL MODELS AS WELL AS UNDERSTAND THE PROCESS OF MODELING MATHEMATICS; AND COMPETENCY WITH SYMBOLIC MANIPULATION AS WELL AS FLEXIBILITY WITH

THIS COURSE IS DESIGNED TO GIVE EDUCATION MAJORS RICH MATHEMATICAL EXPERIENCES AND OPPORTUNITIES TO DEMONSTRATE CONNECTIONS AND APPLY UNDERSTANDINGS TO THE FOLLOWING MATHEMATICAL CONCEPTS: USE APPROPRIATE TERMINOLOGY AND NOTATION OF GEOMETRY; CLASSIFY, ANALYZE, AND CATEGORIZE SHAPES IN TWO AND THREE DIMENSIONS; DEFINE AND APPLY UNITS OF MEASURE, INCLUDING THE CREATION AND USE OF NONSTANDARD UNITS; APPLY AND CONSTRUCT ALGEBRAIC FORMULAS RELATING LINEAR MEASUREMENTS OF GEOMETRIC SHAPES TO THE TWO Required Previous or Concurrent: Take MATH-2713

ACROSS ALL MATHEMATICS COURSES, DEPARTMENT OBJECTIVES FOR CONCLUDING STUDENTS' SKILLSET INCLUDE PROBLEM-SOLVING STRATEGIES AND REASONING SKILLS FOR ROUTINE AND NONROUTINE CONTEXTUAL OR NON-CONTEXTUAL PROBLEMS (ABSTRACT AND REAL-WORLD); COMMUNICATING MATHEMATICAL IDEAS ORALLY AND IN WRITING SUCH AS ANALYZING, REPRESENTING, AND GENERALIZING; CONSTRUCT MATHEMATICAL MODELS AS WELL AS UNDERSTAND THE PROCESS OF MODELING MATHEMATICS; AND COMPETENCY WITH SYMBOLIC MANIPULATION AS WELL AS FLEXIBILITY WITH

ACROSS ALL MATHEMATICS COURSES, DEPARTMENT OBJECTIVES FOR CONCLUDING STUDENTS' SKILLSET INCLUDE PROBLEM-SOLVING STRATEGIES AND REASONING SKILLS FOR ROUTINE AND NONROUTINE CONTEXTUAL OR NON-CONTEXTUAL PROBLEMS (ABSTRACT AND REAL-WORLD); COMMUNICATING MATHEMATICAL IDEAS ORALLY AND IN WRITING SUCH AS ANALYZING, REPRESENTING, AND GENERALIZING; CONSTRUCT MATHEMATICAL MODELS AS WELL AS UNDERSTAND THE PROCESS OF MODELING MATHEMATICS; AND COMPETENCY WITH SYMBOLIC MANIPULATION AS WELL AS FLEXIBILITY WITH

ACROSS ALL MATHEMATICS COURSES, DEPARTMENT OBJECTIVES FOR CONCLUDING STUDENTS' SKILLSET INCLUDE PROBLEM-SOLVING STRATEGIES AND REASONING SKILLS FOR ROUTINE AND NONROUTINE CONTEXTUAL OR NON-CONTEXTUAL PROBLEMS (ABSTRACT AND REAL-WORLD); COMMUNICATING MATHEMATICAL IDEAS ORALLY AND IN WRITING SUCH AS ANALYZING, REPRESENTING, AND GENERALIZING; CONSTRUCT MATHEMATICAL MODELS AS WELL AS UNDERSTAND THE PROCESS OF MODELING MATHEMATICS; AND COMPETENCY WITH SYMBOLIC MANIPULATION AS WELL AS FLEXIBILITY WITH

ACROSS ALL MATHEMATICS COURSES, DEPARTMENT OBJECTIVES FOR CONCLUDING STUDENTS' SKILLSET INCLUDE PROBLEM-SOLVING STRATEGIES AND REASONING SKILLS FOR ROUTINE AND NONROUTINE CONTEXTUAL OR NON-CONTEXTUAL PROBLEMS (ABSTRACT AND REAL-WORLD); COMMUNICATING MATHEMATICAL IDEAS ORALLY AND IN WRITING SUCH AS ANALYZING, REPRESENTING, AND GENERALIZING; CONSTRUCT MATHEMATICAL MODELS AS WELL AS UNDERSTAND THE PROCESS OF MODELING MATHEMATICS; AND COMPETENCY WITH SYMBOLIC MANIPULATION AS WELL AS FLEXIBILITY WITH

A STUDY OF ADVANCED PROBABILITY THEORY INCLUDING COUNTING TECHNIQUES, PERMUTATIONS, AND COMBINATIONS, PROPERTIES OF RANDOM VARIABLES WITH EMPHASIS ON DENSITY FUNCTIONS, EXPECTED VALUES, ESTIMATORS, MOMENTS AND MOMENT GENERATING FUNCTIONS, AND DISCRETE AND CONTINOUS PROBABILTY DISTRIBUTIONS.

AN ADVANCED COURSE IN APPLIED STATISTICS COVERING THE FOLLOWING TOPICS: SAMPLING DISTRIBUTIONS, SUMMARY MEASURES, INTERVAL ESTIMATION, HYPOTHESES TESTING, CHI-SQUARE TEST, ANALYSIS OF VARIANCE, LINEAR AND MULTIPLE REGRESSION, CORRELATION ANALYSIS, FORECASTING, TIME SERIES, AND NONPARAMETRIC METHODS.

ACROSS ALL MATHEMATICS COURSES, DEPARTMENT OBJECTIVES FOR CONCLUDING STUDENTS' SKILLSET INCLUDE PROBLEM-SOLVING STRATEGIES AND REASONING SKILLS FOR ROUTINE AND NONROUTINE CONTEXTUAL OR NON-CONTEXTUAL PROBLEMS (ABSTRACT AND REAL-WORLD); COMMUNICATING MATHEMATICAL IDEAS ORALLY AND IN WRITING SUCH AS ANALYZING, REPRESENTING, AND GENERALIZING; CONSTRUCT MATHEMATICAL MODELS AS WELL AS UNDERSTAND THE PROCESS OF MODELING MATHEMATICS; AND COMPETENCY WITH SYMBOLIC MANIPULATION AS WELL AS FLEXIBILITY WITH

ACROSS ALL MATHEMATICS COURSES, DEPARTMENT OBJECTIVES FOR CONCLUDING STUDENTS' SKILLSET INCLUDE PROBLEM-SOLVING STRATEGIES AND REASONING SKILLS FOR ROUTINE AND NONROUTINE CONTEXTUAL OR NON-CONTEXTUAL PROBLEMS (ABSTRACT AND REAL-WORLD); COMMUNICATING MATHEMATICAL IDEAS ORALLY AND IN WRITING SUCH AS ANALYZING, REPRESENTING, AND GENERALIZING; CONSTRUCT MATHEMATICAL MODELS AS WELL AS UNDERSTAND THE PROCESS OF MODELING MATHEMATICS; AND COMPETENCY WITH SYMBOLIC MANIPULATION AS WELL AS FLEXIBILITY WITH

INTRODUCTION TO THE THEORY OF ORDINARY DIFFERENTIAL EQUATIONS, DIFFERENTIAL EQUATIONS OF THE FIRST ORDER AND FIRST DEGREE, FIRST ORDER AND HIGHER DEGREE, LINEAR DIFFERENTIAL EQUATIONS, DIFFERENTIAL EQUATIONS OF ORDER HIGHER THAN THE FIRST, APPLICATIONS.

SOME PROPERTIES OF THE REAL NUMBER SYSTEM, FUNCTIONS, SEQUENCES, LIMITS,DIFFERENTIATION, RIEMANN INTEGRALS.

A STUDY OF THE COMPLEX NUMBER SYSTEM, FUNCTIONS OF A COMPLEX VARIABLE,DIFFERENTIATION, INTEGRATION, SERIES, RESIDUES AND POLES, CONFORMAL MAPPINGS, AND APPLICATIONS TO THE PHYSICAL SCIENCES.

ACROSS ALL MATHEMATICS COURSES, DEPARTMENT OBJECTIVES FOR CONCLUDING STUDENTS' SKILLSET INCLUDE PROBLEM-SOLVING STRATEGIES AND REASONING SKILLS FOR ROUTINE AND NONROUTINE CONTEXTUAL OR NON-CONTEXTUAL PROBLEMS (ABSTRACT AND REAL-WORLD); COMMUNICATING MATHEMATICAL IDEAS ORALLY AND IN WRITING SUCH AS ANALYZING, REPRESENTING, AND GENERALIZING; CONSTRUCT MATHEMATICAL MODELS AS WELL AS UNDERSTAND THE PROCESS OF MODELING MATHEMATICS; AND COMPETENCY WITH SYMBOLIC MANIPULATION AS WELL AS FLEXIBILITY WITH

DIRECTED GROUP STUDY ON SPECIAL SUBJECT OR PROBLEM.

DIRECTED INDIVIDUAL STUDY ON SPECIAL SUBJECT OR PROBLEM.

DIRECTED INTENSIVE STUDY ON SELECTED PROBLEM OR SPECIAL TOPIC.

DIRECTED INTENSIVE STUDY ON SELECTED PROBLEM OR SPECIAL TOPIC.

DIRECTED INTENSIVE STUDY ON SELECTED PROBLEM OR SPECIAL TOPIC.