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Chair: Dr. William P.
Fox Faculty: Allen, F.
Arroyo, Dowdy, Fitzkee, Fox, Gower, Quick, J. Ramey, H. Richardson, Schnibben,
Scott, Waymyers, West, Whitmire The purpose of the
Department of Mathematics is 1. to provide all 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. 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. A major in mathematics
requires the following: (Students must select
one of the following two options.) 1. Mathematical Sciences
Option a) MATH 201, 202, 203,
304, 306, and 499 b) MATH 311 (Double
majors may substitute MATH 230 for MATH 311 but not if they plan to take MATH
407) c) MATH 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 The 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. FOUR YEAR PLAN FOR MATHEMATICS MAJORS
Total Hours Required
for Degree 120 The Department of
Mathematics provides the major knowledge base for students certifying to teach
mathematics in the state of
Electives (if needed) Minor/collateral requirements for either option (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. A minor in mathematics consists of MATH 201, 202, and 203 plus nine
additional semester hours in advanced-level mathematics courses approved by a
faculty adviser. A collateral in mathematics consists of MATH 201 and 202 plus six
semester hours in advanced-level mathematics courses approved by a faculty adviser. During registration, beginning students at 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 MATH 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 MATH 105 or MATH 120. MATH 105 is also available to older
students who are not recent high school graduates. MATH 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. MATH 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 MATH 111 or a score of 530 or more on the
Quantitative Section of the SAT is the prerequisite for MATH 170. Many areas of concentration require completion of MATH 112 or 114
as preparation for certain applied courses. Students who complete General Education Requirements by taking
MATH 111 and Logic should consider the restriction such selections place on
future choices of a major. MATH 114 is required for majors in psychology, medical technology,
and geography and is recommended for majors in sociology and history. MATH 140 is required for all majors in the B.B.A. program. MATH 201 may be substituted for MATH 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. 105 College Algebra with Analytic Geometry I (3) (Prerequisite:
Placement scores. The grade of C or higher in Math 105 is required to advance
to Math 111 or Math 121.) F, S, SU. The study of real numbers and their
operations and properties, order of operations, exponents and roots, linear
equations and inequalities in one and two variables, their systems and
applications, and introduction to functions and graphs. Earns credit toward
graduation but will not satisfy any of the six hours of the Basic
Communications (Mathematics and/ or Logic) in the General Education
Requirements. Credit cannot be given for both Mathematics 105 and 120. 110/110L College Algebra with Modeling and Applications (4:3- 3) (Prerequisite:
Placement scores or permission of department) F, S. Study of real numbers and
their operations and properties: algebraic operations, linear function, linear
equations, linear inequalities, linear programming, and linear regression;
systems of equations and inequalities and applications, functions and graphs,
and data analysis. 111 College Algebra with Analytic Geometry II (3) (Prerequisite: Grade
of C or higher in Math 105 or placement scores. The grade of C or higher is
required in Math 111 to enroll in any higher numbered mathematics course for
which Math 111 is a prerequisite.) F, S, SU. The study of polynomials, their operations and factoring,
operations with and simplifying rational expressions, roots and radicals,
quadratic equations and inequalities, graphs of non-linear functions and the
conic sections; exponents and logarithmic functions. Credit cannot be given for
both Math 111 and 121. 112 College Trigonometry with Analytic Geometry (3) (Prerequisite: Grade
of C or higher in Math 111 or placement scores) F, S, SU. College trigonometry,
to include trigonometric identities as well as the inverse trigonometric
functions, parabolas, ellipses, and hyperbolas. 114 Probability and Statistics (3) (Prerequisite: Grade
of C or higher in Math 111, Math 121, or placement scores) F, S, SU. Basics of
probability, including counting, tree diagrams, conditional probability,
binomial and normal distributions, mean, variance, standard deviation, and
expected value. Credit cannot be given for both Math 114 and 115. 115 Finite Mathematics (3) (Prerequisite: Grade of C or higher in Math
111 or placement scores) As needed. Covers such topics as sets, logic, the real
numbers, groups, fields, probability, elementary statistics, and modeling.
Credit cannot be given for both Math 114 and 115. 120 Introduction to Mathematical Modeling and Problem Solving I
(3)
(Recommended for non-math and non-science majors) (Prerequisite: Placement
scores) The study of algebraic operations, linear functions, data analysis, and
simple linear regression in an application setting, Credit cannot be given for
both Math 105 and 120. 121 Introduction to Mathematical Modeling and Problem Solving
II (3)
(Recommended for non-math and non-science majors) (Prerequisite: Grade of C in
Math 120 or placement scores) The study of algebra and polynomial functions and
operations to include linear and nonlinear functions, data analysis, basic
statistics, and linear regression in an applications setting. Credit cannot be
given for both Math 111 and 121. 140 Calculus for Business (3) (Prerequisite: Grade of C or higher in
Math 111 or Math 121 or Math 180 or placement scores) F, S, SU. Topics include
limits, derivatives, applications of the derivative, exponential and
logarithmic functions, definite integrals, and applications of the definite
integral. This course cannot be used in place of Math 201 for any reason, and
it is not a sufficient prerequisite for Math 202. 170 Survey of Mathematics for Early Childhood and Elementary
Teachers I (3) (Prerequisite: Grade of C or higher in Math 111 or placement
scores) F, S, SU. Origin and development of the real numbers. Emphasis on
precision of mathematical language as well as computational algorithms. Math
170 is for students seeking South Carolina Teacher Certification in early
childhood education or elementary education and is not open to other majors. 180 Pre-Calculus (3) (Prerequisite: Minimum score of 540 on the
Quantitative Section of the SAT or permission of the department) F, S. Emphasis
on analytic geometry and elementary functions. Includes lines and conic
sections. Credit can not be given for Math 180 and either Math 105, 111, or
Math 112. 201 Calculus I (3) (Prerequisite: Grade of C or higher in
either Math 112 or Math 180 or placement scores or permission of department) F,
S, SU. The first of a three-course sequence covering an introduction to the
analysis of real-valued functions of one real variable. Topics include the
limit of a function, continuity, the derivative, and applications. 202 Calculus II (3) (Prerequisite: Grade of C or higher in Math
201 or qualifying AP score) F, S, SU. Continuation of Calculus I, the course
covers the integral, techniques of integration, the exponential function, the
logarithm function, and applications. 203 Calculus III (3) (Prerequisite: Grade of C or higher in 202
or qualifying AP score) F, S, SU. Continuation of Calculus II, the course
covers sequences, infinite series, improper integrals, and applications. 212 Introduction to FORTRAN (3) (Prerequisite: Eligibility to take 111
[or higher or permission of department) (Same as CS 212) F, S, SU. A study of
programming to include input and output procedures, arithmetic and logical
operations, DO loops, branching procedures, arrays, declaration statements, and
subroutines. Application of these ideas by writing, running, and correcting
programs. 230 Discrete Mathematics (3) (Eligibility to take 202 or permission
of department) S, SU. Propositional and predicate logic, methods of proof,
sequences and summations, recursion, combinatorial circuits, algorithm
analysis, set theory, counting techniques, Boolean algebras, and other related
topics. 240 Concrete Math (3) (Prerequisite: 202 and 230) As needed. Major
topics covered include sums, recurrences, integer functions (mod, floor,
ceiling), elementary number theory, binomial coefficients, discrete
probability. Additional topics may be chosen from generating functions (solving
recurrences, convolutions), special numbers (e.g., Stirling, Bernoulli,
Fibonacci), and asymptotics (0 notation, manipulation, and summation formulas). 270 Survey of Mathematics for Early Childhood and Elementary
Teachers II (3) (Prerequisite: 170) F, S, SU. Continuation of Math 170. More
emphasis on problem-solving. Math 270 is for students seeking South Carolina
Teacher Certification in early childhood education and elementary education and
is not open to other majors. 301 Ordinary Differential Equations (3) (Prerequisite or
corequisite: 203) S. General first-order differential equations and second
order linear equations with applications. Introduction to power series
solutions and numerical methods. 304 Linear Algebra (3) (Prerequisite: 202) F, S, SU. Introduction
to the algebra of finite-dimensional vector spaces. Topics covered include
finite-dimensional vector spaces, matrices, systems of linear equations,
determinants, change of basis, eigenvalues, and eigenvectors. 305 Linear Programming (3) (Prerequisite: 304 and one course from 212
or CS 226) S. Introduction to the theoretical, computational, and applied
aspects of the subject. Topics covered include the mathematical model of linear
programming, convex sets and linear inequalities, the simplex method, duality,
the revised simplex method, and several of the many applications. Computer
solutions for several problems will be required. 306 Multivariable Calculus (3) (Prerequisite: 203 and 304 or
permission of the department) F, S. Vectors and vector calculus; the calculus
of real-valued functions of several variables; topics include partial
derivatives, gradients, extrema problems, multiple integrals, iterated
integrals, line integrals, and Green’s Theorem, as time permits. 310 Mathematical Models and Applications (3) (Prerequisite: 202)
AS. Introduction to the theory and practice of building and studying
mathematical models for various real world situations that may be encountered
in the physical, social, life, and management sciences. 311 Transition to Higher Mathematics (3) (Prerequisite: C or
higher in 203 or qualifying AP score and C or higher in either 230 or 304) F,
S. This course is principally devoted to understanding and writing mathematical
proofs with correctness and style. Elements of mathematical logic such as
Boolean logical operators, quantifiers, direct proof, proof by contrapositive,
proof by contradiction, and proof by induction are presented. Other material
consists of topics such as elementary set theory, elementary number theory,
relations and equivalence relations, equivalence classes, the concept of a
function in its full generality, and the cardinality of sets. 312 Probability and Statistics for Science and Math (3) (Prerequisite: 230 or
114 and 202 or permission of the department) F. Descriptive statistics,
elementary probability, random variables and their distributions, expected
values and variances, sampling techniques, estimation procedures, hypothesis
testing, decision making, and related topics from inferential statistics. 315 History of Mathematics (3) (Prerequisite: 202) SU. Origins of
mathematics and the development of Egyptian and Babylonian, Pythagorean, Greek,
Chinese and Indian, and Arabic mathematics as well as mathematics of the Middle
Ages and modern mathematics. The development of the calculus, geometry,
abstract algebra, analysis, mathematical notation, and basic mathematical
concepts will be emphasized as well as the personalities of mathematics and
their contributions to the subject. 317 Number Theory (3) (Prerequisite or corequisite: 202) AF.
Introduction to the elementary aspects of the subject with topics including
divisibility, prime numbers, congruencies, Diophantine equations, residues of
power, quadratic residues, and number theoretic functions. 318 Combinatorics and Graph Theory (3) (Prerequisite: 203)
As Needed. In combinatorial theory the course will discuss the basic counting
principles, arrangements, distributions of objects, combinations, and
permutations. Considerable attention will be given to ordinary and exponential
generating functions. Also to be covered will be the standard counting
techniques of recurrence, inclusion exclusion, Burnside’s Theorem, and Polya’s
Enumeration Formula. In graph theory the course will cover the basic theory of
graphs. Also covered will be graph isomorphism, planar graphs, Euler and
Hamiltonian circuits, trees, and graph colorings. 330 Special Topics in Mathematics I (3) (Prerequisite:
Permission of the department) In-depth study of an area of interest in
mathematics. Different areas of study will be offered. 345 Plane Geometry (3) (Prerequisite: 230 or 311 or 370 or
permission of the department) F. Topics include the elements of plane geometry,
up to and including congruence, parallelism and similarity, area and volume,
ruler and compass constructions, other geometries and transformations. This
course includes topics from the history of mathematics. 370 Intuitive Geometry (3) (Prerequisite: 270) F, S, SU. Continuation
of Mathematics 270. Intuitive development of geometric figures in plane and in
space. Consideration of congruence, parallelism, perpendicularity, symmetry,
and measurement. Math 370 is for students seeking South Carolina Teacher
Certification in early childhood education or elementary education and is not
open to other majors. 375 Fundamental Skills of Mathematics (3) S. An apprenticeship
offered in the freshman mathematics program. Each student will work under the
careful supervision of a mathematics faculty member who will assign outside
reading as well as evaluate performance in both oral and written examinations. 405 Abstract Algebra (3) (Prerequisite: 311 or permission of the
department) F. Introduction to the terminology and basic properties of
algebraic structures, such as groups, rings, and fields. The course includes
topics from the history of mathematics. 407 Real Analysis I (3) (Prerequisite: 311 or permission of the
department) S. At the intermediate-level covers the following topics: Cauchy
sequences and the construction of real numbers, sequences and series of real
numbers, the real line as a metric space, continuity and uniform continuity,
derivatives of real-valued functions of one real variable, spaces of continuous
functions, Lebesgue measure and the Lebesgue integral, and Fourier series. 409 Complex Analysis I (3) (Prerequisite: 311 or permission of the
department) AS. Complex numbers and functions, derivatives and integrals of complex
functions, the Cauchy integral theorem and its consequences, residue theory,
and conformal mapping. Additional topics as time permits. 411 Topology I (3) (Prerequisite: 311 or permission of the
department) As Needed. Introduction to Point Set Topology including discussion
of limit points, continuity, compactness, connectedness, metric spaces, locally
compact spaces, locally connected spaces, and the Baire Category Theorem. 420 Mathematical Probability (3) (Prerequisite: 306 and either 230 or
311) AS. Introduction to probability theory to include the topics of
probability spaces, conditional probability and independence, combinatorial
theory, random variables, special discrete and continuous distributions,
expected value, jointly distributed random variables, order statistics, moment
generating functions and characteristic functions, Law of Large Numbers, and
the Central Limit Theorem. 422 Nonlinear Optimization (3) (Prerequisite: Math 306) AS. Nonlinear
optimization topics including derivatives, partial derivatives, one-dimensional
search techniques, multi-dimensional search techniques, both unconstrained and
constrained optimization techniques including LaGrange Multipliers and
Kuhn-Tucker Conditions, and specialized techniques. Emphasis is on optimization
theory, numerical algorithms with error analysis, and solving applied problems. 425 Numerical Analysis (3) (Prerequisite: 203 and one of 212 or CS 226)
(Same as CS 425) F. Techniques and types of errors involved in computer applications
to mathematical problems. Topics include techniques for solving equations,
systems of equations, and problems in integral calculus. Computer solutions for
several problems will be required. 430 Special Topics in Mathematics II (3) (Prerequisite:
Permission of the department) In-depth study of an area of interest in
mathematics. Different areas of study will be offered. 497 Special Studies (3), (2), or (1) (Prerequisite: Permission of
department) S. Open only to juniors or seniors with a GPA of 3.0 or higher in
their major courses. A maximum of 3 semester hours may be earned. All
individual research projects are reviewed by three faculty members from two
different disciplines. May be taken for credit (3 hours) towards the Honors
degree by special arrangement. 499 Mathematics Capstone Course (3) (Prerequisite: At
least 24 hours of mathematics required for the major; should be taken the
semester of graduation or the semester before graduation) F, S. This course
will include review and integration of the concepts from the core courses
required for the mathematics major as well as an in-depth exploration in some
advanced mathematics area. Requirements will include an internal exam and
completion of a capstone mathematics project sponsored by a faculty member and
approved by the Department of Mathematics. 502 Geometry for Teachers (3) (Prerequisite: Bachelor’s degree plus
eligibility for certification in mathematics or science, or senior status as a
mathematics major, or permission of department) SU. Accelerated training in
methods of proof, Euclidean, non-Euclidean, transformational, and finite
geometries, plus constructions. With written departmental approval, seniors may
take courses numbered 500-599 for either undergraduate or graduate credit.
Designation of credit as undergraduate or graduate must be made at
registration. Freshmen, sophomores, and juniors may not take 500-level courses.
Occasionally will be offered in the Fall and/or Spring Semester. 508 Linear Algebra for Teachers (3) (Prerequisite: Bachelor’s
degree plus eligibility for certification in mathematics or science, or senior
status as a mathematics major, or permission of department) SU. Matrices,
vector spaces, and linear transformations. With written departmental approval,
seniors may take courses numbered 500- 599 for either undergraduate or graduate
credit. Designation of credit as undergraduate or graduate must be made at
registration. Freshmen, sophomores, and juniors may not take 500-level courses.
Occasionally will be offered in the Fall and/or Spring Semester. 509 Abstract Algebra for Teachers (3) (Prerequisite:
Bachelor’s degree plus eligibility for certification in mathematics or science,
or senior status as a mathematics major, or permission of department) SU.
Review of real and complex numbers, sets, functions, induction, and well
ordering. Introduction to semigroups, groups, rings, homomorphism, and
isomorphism. Elementary theory of groups, elementary theory of rings. As time
permits, topics will include factor groups, quotient rings, cyclic groups,
finite groups, abelian groups, polynomial rings, division rings, and fields.
With written departmental approval, seniors may take courses numbered 500-599
for either undergraduate or graduate credit. Designation of credit as undergraduate
or graduate must be made at registration. Freshmen, sophomores, and juniors may
not take 500-level courses. 511 Discrete Mathematics for Teachers (3) (Prerequisite:
Bachelor’s degree plus eligibility for certification in mathematics or science,
or senior status as a mathematics major, or permission of department) SU. Study
of propositional and predicate logic, set theory, combinatorics and finite
probability, relations, functions, Boolean Algebras, simplification of
circuits, and other selected topics in discrete mathematics. With written
departmental approval, seniors may take courses numbered 500-599 for either
undergraduate or graduate credit. Designation of credit as undergraduate or
graduate must be made at registration. Freshmen, sophomores, and juniors may
not take 500-level courses. Occasionally will be offered in the Fall and/ or
Spring Semester. 515 History of Mathematics for Teachers (3) (Prerequisite:
Bachelor’s degree plus eligibility for certification in mathematics or science,
or senior status as a math
ematics major, or permission of department) SU.
General survey of the history of mathematics with special emphasis on topics
that are encountered in high school or college (undergraduate) mathematics
courses. The course will cover the mathematics of ancient times, beginning with
the Egyptians, Babylonians, and Greeks, and continue to the present. Particular
attention will be given to the contributions of selected mathematicians. With
written departmental approval, seniors may take courses numbered 500-599 for
either undergraduate or graduate credit. Designation of credit as undergraduate
or graduate must be made at registration. Freshmen, sophomores, and juniors may
not take 500-level courses. Occasionally will be offered in the Fall and/or Spring
Semester. 516 Calculus for Teachers (3) (Prerequisite: Bachelor’s degree plus
eligibility for certification in mathematics or science, or senior status as a
mathematics major, or permission of department) F, S, SU. Full development of
limits, derivatives, and integrals. With written departmental approval, seniors
may take courses numbered 500-599 for either undergraduate or graduate credit.
Designation of credit as undergraduate or graduate must be made at
registration. Freshmen, sophomores, and juniors may not take 500-level courses.
Concentration is on concepts and applications. Occasionally will be offered in
the Fall and/or Spring Semester. 517 Abstract Algebra and Linear Algebra for Teachers (3) (Prerequisite:
Bachelor’s degree plus eligibility for certification in mathematics or science,
or senior status as a mathematics major or permission of the department) SU.
This course will examine the basic concepts and results of abstract algebra and
linear algebra. The course will address such topics as the division algorithm,
greatest common divisor, least common multiple, prime factorization, modular
arithmetic, simultaneous equations, matrices, binary operations, groups,
examples of groups, group properties, subgroups, finite groups, permutation
groups, LaGrange’s Theorem, linear spaces, the span and independence of a set
of vectors, and basis. Applications will be given throughout. With written
departmental approval, seniors may take courses numbered 500-599 for either
undergraduate or graduate credit. Designation of credit as undergraduate or
graduate must be made at registration. Freshmen, sophomores, and juniors may
not take 500- level courses. Occasionally will be offered in the Fall and/or
Spring Semester. 518 Probability and Statistics for Teachers (3) (Prerequisite:
Bachelor’s degree plus eligibility for certification in mathematics or science,
or senior status as a mathematics major or permission of the department) SU.
Survey of areas of probability theory to include selected topics from sample spaces;
combinatorial theory; random variables and their distributions; conditional
probability; joint and marginal distributions; expected values and variances;
and the Central Limit Theorem. Survey of descriptive and inferential statistics
to include selected topics from the use of tables, graphs, and formulas;
sampling techniques; estimation and confidence intervals; hypothesis testing;
decision making; and correlation and regression. With written departmental
approval, seniors may take courses numbered 500-599 for either undergraduate or
graduate credit. Designation of credit as undergraduate or graduate must be
made at registration. Freshmen, sophomores, and juniors may not take 500-level courses. Occasionally will be offered in the Fall and/or Spring Semester. 519 Logic and Geometry for Teachers (3) (Prerequisite:
Bachelor’s degree plus eligibility for certification in mathematics or science,
or senior status as a mathematics major or permission of the department) SU.
This course will include a discussion of mathematical language, logic, and
sets; an introduction to Euclid and the Elements: axiomatic systems, modern
geometry; the postulates of Hilbert, Birkhoff, and School Mathematics Study
Group (SMSG); neutral geometry, i.e., geometry based on Euclid’s first four
postulates; the basics for non-Euclidean geometry including models for
hyperbolic geometry and elliptic geometry. With written departmental approval,
seniors may take courses numbered 500-599 for either undergraduate or graduate
credit. Designation of credit as undergraduate or graduate must be made at
registration. Freshmen, sophomores, and juniors may not take 500-level courses.
Occasionally will be offered in the Fall and/or Spring Semester. 520 AP Calculus AB Certification for Teachers (3) (Prerequisite:
Bachelor’s degree plus eligibility for certification in mathematics, or
permission of department, or permission of State Department of Education.) SU.
Study of the topics covered in the AP Calculus AB course and how a teacher
should cover these topics. There are essentially 6 main areas: function theory,
definitions of limits and derivatives, differentiation techniques, applications
of the derivative, the definite integral and techniques of integration, and
applications of the integral. 521 AP Calculus BC Certification for Teachers (3) (Prerequisite: 520 or
the equivalent, or permission of State Department of Education, or permission
of department) SU. Study of topics covered in the AP Calculus BC course and how
a teacher should cover these topics. In addition to all subject matter covered
in Math 520, which will be reviewed during the course, the following topics
will be emphasized: the calculus of vector functions and parametrically defined
functions; polar coordinates; integration by parts, partial fractions, and
trigonometric substitution; L’Hopital’s rule; improper integrals; convergence
of sequences of numbers and functions; series of real numbers; power series;
Taylor polynomials and error approximation. 530 Special Topics in Mathematics for Teachers (3) (Prerequisite:
Bachelor’s degree plus eligibility for certification in mathematics or science,
or senior status as a mathematics major, or permission of department) SU. A
topic of interest to secondary mathematics teachers will be logically and
rigorously covered. 799 Mathematics: Seminar Practicum Capstone (3) (Prerequisite: 12
hours in specialty core; corequisite: Education 768) SU. This course is
designed to integrate and extend the subject matter covered in the preceding
four specialty area courses. A special course will involve the identification
and completion of one or more projects involving the specialty and education
core and/or exploration of a related topic. The project(s) should be designed
so that they can be used in an appropriate professional setting. |
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