Offered by the Department of Mathematics and Computer Information Science
Professors H. Iseri (Interim Chairperson), Lienhard, Savoye
Associate Professors D’Ortona, Haner, Junius, Phillips
Assistant Professors L. Iseri, Sim
Mathematics Programs Mission
The goal of the B.S.Ed. in Mathematics is to provide high quality education in mathematics meeting the instructional and professional needs of our students, and to nurture in them an appreciation of mathematics, abstraction, rigor, and justification. Our instructional programs incorporate the standard core topics as well as more specialized areas.
The department seeks to prepare majors and to provide service courses for general education as well as other programs. We aim to prepare our majors both for mathematically related careers in education, government, the private sector, and for graduate studies in mathematics. Our general education mission is to prepare students to effectively use quantitative and symbolic reasoning and analysis in their personal and professional lives, while our service mission to other programs is to provide coherent, effective and efficient courses appropriate to their needs. Mathematics Education is nationally recognized by the National Council of Teachers of Mathematics (NCTM), 1906 Association Drive, Reston, VA 20191, 800-235-7566, http://www.nctm.org/.
The vision of the Mathematics programs is to continue to maintain the integrity and rigor in our students’ learning in mathematics and to consistently strive to bring new and interesting ideas to our curriculum.
The core values guiding the Mathematics programs are:
- Commitment to high-quality undergraduate education and student success.
- Quality assurance of academic programs.
- Continuous program improvement through assessment of program educational objectives and student outcomes.
- Development of new initiatives and curriculum by challenging traditionally accepted ideas.
- Continued professional development of faculty members and scholarly contributions to the discipline with student participation.
- Seamless transfer of students through articulation agreements with 2-year community colleges.
- Building ties to K-12 groups, community colleges, and local industry.
- Participation in shared governance of departmental affairs.
- Service to the department, University, community, and discipline.
The overall goals of all of the mathematics related programs are to provide students with the knowledge, skills and attitudes which will enable them to:
- think critically and communicate clearly mathematical concepts and solutions to real-world problems,
- be prepared for life-long learning,
- exhibit positive attitudes and values toward the discipline, so that they can contribute to an increasingly complex and dynamic society, and
- have an appropriate set of professional skills to ensure a productive career.
- Content Knowledge: Students will gain an understanding and awareness of the key concepts found in a variety of standard subject areas, and in the pedagogy of those subjects. The particular areas will include most of the following depending on the concentration and student: calculus, logic, set theory, linear algebra, probability and statistics, differential equations, geometry, abstract algebra, real analysis, numerical analysis, operations research, and the history of mathematics.
- Proof and Justification: Students will develop the skills necessary to formulate and understand proofs and to provide justification.
- Abstract reasoning: Students will develop the ability to reason abstractly and rigorously.
- Technology: Students will develop skills necessary to use technology in doing and learning mathematics.
- Teacher Education Specific Outcomes: As part of, and addition to, the expectations for students in their mathematics studies, teacher education candidates will meet the following standards put forward by the NCTM:
Standard 1: Knowledge of Problem Solving: Students know, understand and apply the process of mathematical problem solving.
Standard 2: Knowledge of Reasoning and Proof: Candidates reason, construct, and evaluate mathematical arguments and develop an appreciation for mathematical rigor and inquiry.
Standard 3: Knowledge of Mathematical Communication: Candidates communicate their mathematical thinking orally and in writing to peers, faculty and others.
Standard 4: Knowledge of Mathematical Connections: Candidates recognize, use, and make connections between and among mathematical ideas and in contexts outside mathematics to build mathematical understanding.
Standard 5: Knowledge of Mathematical Representation: Candidates use varied representations of mathematical ideas to support and deepen students?
Standard 6: Knowledge of Technology: Candidates embrace technology as an essential tool for teaching and learning mathematics.
Standard 7: Dispositions: Candidates support a positive disposition toward mathematical processes and mathematical learning.
Standard 8: Knowledge of Mathematics Pedagogy: Candidates possess a deep understanding of how students learn mathematics and of the pedagogical knowledge specific to mathematics teaching and learning.
Standard 9: Knowledge of Number and Operation: Candidates demonstrate computational proficiency, including a conceptual understanding of numbers, ways of representing number, relationships among number and number systems, and meanings of operations.
Standard 10: Knowledge of Different Perspectives on Algebra: Candidates emphasize relationships among quantities including functions, ways of representing mathematical relationships, and the analysis of change.
Standard 11: Knowledge of Geometries: Candidates use spatial visualization and geometric modeling to explore and analyze geometric shapes, structures, and their properties.
Standard 12: Knowledge of Calculus: Candidates demonstrate a conceptual understanding of limit, continuity, differentiation, and integration and a thorough background in the techniques and application of the calculus.
Standard 13: Knowledge of Discrete Mathematics: Candidates apply the fundamental ideas of discrete mathematics in the formulation and solution of problems.
Standard 14: Knowledge of Data Analysis, Statistics, and Probability: Candidates demonstrate an understanding of concepts and practices related to data analysis, statistics, and probability.
Standard 15: Knowledge of Measurement: Candidates apply and use measurement concepts and tools.
Standard 16: Field-Based Experiences Candidates complete field-based experiences in mathematics classrooms.