 DEPARTMENT OF MATHEMATICS The purpose of the Department of Mathematics is 1. to provide all Francis Marion University students with a varied
and well-balanced program for undergraduate education in mathematics
which, in the liberal arts tradition, is designed to teach students: a) to think logically, b) to analyze both theoretical and real world problems, to formalize mathematical models of those problems, and to apply appropriate analytical tools toward their solution, and c) to communicate ideas clearly. 2. to offer a broad range of entry-level courses in order to meet
the needs of students with widely varying mathematical backgrounds
and to provide the mathematics skills appropriate to their selected
majors. 3. to provide a varied curriculum leading to baccalaureate degrees
in the two distinct but overlapping areas-mathematical sciences
and teacher certification in mathematics. This curriculum should
prepare the students for careers in education, business or industry,
or for further study in graduate school. 4. to offer graduate courses in support of post-baccalaureate
programs such as teacher recertification and the master's degree
in secondary education. 5. to undertake new course development, to conduct research, and
to participate in other faculty development programs that will
support and enhance the University's and department's teaching
mission and maintain vigor within the department. 6. to serve the general public by providing and/or participating in workshops, seminars, science fairs, and other programs and by providing professional support for regional programs in K-12 education, continuing education, and development. MAJOR A major in mathematics requires the following: (Students must select one of the following two options.) 1. Mathematical Sciences Option a) Mathematics 201, 202, 203, 304, 306, and 499 b) Mathematics 311 (Double majors may substitute Mathematics 230
for Mathematics 311 but not if they plan to take Mathematics 407) c) Mathematics 405 or 407 or 420 d) Three mathematics electives above the 199 level - at least
one of these at the 400 level, and no more than one at the 200
level e) Choice of computer science 212 or 226 2. Teacher Certification Option School of Education Conceptual Framework The School of Education prepares professional educators for a rapidly changing and complex society. As they grow as professional educators, students must: (1) acquire knowledge about learners, pedagogy, and content; (2) use reflection as they integrate theory, planning, and practice; and (3) engage in collaboration as they develop and hone communication and leadership skills necessary to work with diverse populations of students, parents, colleagues, and community members. Interwoven in these components are critical thinking, assessment, and the effective use of technology. The rationale and organizing principles that guide the Department of Education's development of professional education programs is couched in a tripodal model which mirrors our goals for our students. We believe that our students must be knowledgeable about learners, content, and pedagogy. Students must be reflective as they plan, implement, and evaluate pedagogical and curricular issues. Students must be collaborative, developing and honing communication and leadership skills necessary to work with colleagues, students, parents, and community leaders to plan and implement efficient and effective educational programs and to initiate change when needed. We believe that critical thinking is the connecting strand which permeates these three elements. Critical thinking is a process which involves assessment, analysis, synthesis, evaluation, and appropriate action. It is our goal to prepare the Professional Educator for the 21st century. The Department of Mathematics provides the major knowledge base for students certifying to teach mathematics in the state of South Carolina. The department supports and encourages the conceptual framework strands in the School of Education: critical thinking, collaboration, and reflection.
(*c ounts as Computer Science General Education requirement) Electives (if needed) 3. Minor/collateral requirements (two options) a) two 12-hour collaterals approved by the faculty adviser b) an 18-hour minor approved by the faculty adviser It is strongly recommended that all mathematics majors take Physics 201 and 202. The minimum number of semester hours required in major courses for a major in mathematics is 36 for the Mathematical Sciences Option and 39 for the Teacher Certification Option. The minimum number of semester hours in all courses (major and nonmajor) required for the major in mathematics is 120 (131 for Teacher Certification option). To earn a Bachelor of Arts degree with a major in mathematics, a student must satisfy all requirements for the Bachelor of Science degree and complete a foreign language through 202. MINOR A minor in mathematics consists of Mathematics 201, 202, and 203 plus nine additional semester hours in advanced-level mathematics courses approved by a faculty adviser. COLLATERAL A collateral in mathematics consists of Mathematics 201 and 202 plus six semester hours in advanced-level mathematics courses approved by a faculty adviser. During registration, beginning students at Francis Marion University may be advised by members of the mathematics faculty of the Department of Mathematics on their first mathematics course. Students who took an AP Calculus AB course in high school and scored a 5 on the examination are advised to enter Mathematics 203; those who scored a 3 or 4 are advised to enter Mathematics 202; those who scored a 1 or 2 are advised to enter Mathematics 201. All students with a strong high school background in both algebra and trigonometry are advised to enter Mathematics 201. Beginning students with a strong background in algebra but little or no background in trigonometry are advised to enter either Mathematics 112, Mathematics 114, or Mathematics 140. Students who have had at least two years of high school algebra and who make between 440 and 530 on the Quantitative Section of the SAT are advised to enter Mathematics 111. Students who have less than 2 years of high school algebra or who make less than 440 on the Quantitative Section of the SAT are advised to enter Mathematics 105 or Mathematics 120. Mathematics 105 is also available to older students who are not recent high school graduates. Mathematics 105, while earning credit toward graduation, will not satisfy any of the six hours of Mathematics Basic Communications (Mathematics and/or Logic) in the General Education Requirements. Mathematics 170, 270, and 370 are designed for students seeking South Carolina Teacher Certification in early childhood education or elementary education and are not open to other majors. It should be noted that Mathematics 111 or a score of 530 or more on the Quantitative Section of the SAT is the prerequisite for Mathematics 170. Many areas of concentration require completion of Mathematics 112 or 114 as preparation for certain applied courses. Students who complete General Education Requirements by taking Mathematics 111 and Logic should consider the restriction such selections place on future choices of a major. Mathematics 114 is required for majors in psychology, medical technology, and geography and is recommended for majors in sociology and history. Mathematics 140 is required for all majors in the B.B.A. program. Mathematics 201 may be substituted for Mathematics 140 to satisfy this requirement. No student can later take for credit any mathematics course that was a prerequisite (or was in the prerequisite sequence) for a mathematics course for which he/she has already received credit UNLESS he/she is repeating that course in order to obtain a better grade or he/she obtains written permission from the department. |
