As shown above, this enabled us to then establish the following key values: This standard quadratic equation is as follows: This can be done as shown below: We checked the above equation, by substituting the x,y valuesand
Differential Equations MA Numerical Analysis MA For more specific recommendations for your proposed career, speak with your advisor or a member of the Department of Mathematics. Mathematics Elementary Education In partnership with the Hope College Department of Education, the Department of Mathematics offers a teaching minor at the elementary level for certification through the State of Michigan.
The requirement for a minor in mathematics with elementary teaching emphasis is a plan of study designed in consultation with a departmental advisor, and includes a total of at least 22 credits in mathematics as follows: The requirement for a minor in mathematics for those intending to become middle school or high school mathematics teachers is a plan of study designed in consultation with a departmental advisor, and includes a total of at least 24 credits in mathematics as follows: MA,, and must be included Additional credits chosen from the following courses: MA orMAand all courses numbered above except and No more than 16 credits from courses numbered and lower shall be counted towards the 24 required credits MA and must also be taken this counts as education credit and does not count toward the 24 mathematics credits Note: A Study of Functions — A study of functions including polynomial, rational, exponential, logarithmic, and trigonometric functions.
These will be explored in their symbolic, numerical, and graphic representations, and connections between each of these representations will be made. A graphing calculator is required. Cannot receive credit for both Math and Math Calculus with Review I — This course covers the material typically taught in the first half of a Calculus I course.
The calculus material is supplemented by reviewing topics of high school mathematics as needed. The calculus topics are also taught at a slower pace. Topics include function review, limits and continuity, the concept and definition of a derivative, and differentiation rules product rule, quotient rule, chain rule are included.
The topics covered are the topics typically taught in the second half of a Calculus I course. The calculus material in the course is supplemented by reviewing topics of high school mathematics as needed.
Calculus I — Topics include functions, limits, continuity, differentiation, integration, and applications of the derivative and integral. Calculus II — Topics covered include techniques of integration, applications of the integration, sequences, infinite series, power series, introduction to differential equations, and polar coordinates.
Mathematics for Elementary and Middle School Teachers I — The first of a two-course sequence in which prospective K-8 teachers explore the fundamental aspects of the mathematics they will be expected to teach in their future classrooms. Emphasis is on developing a conceptual understanding of the mathematics and the ability to communicate mathematical concepts effectively to K-8 students.
Proficiency in basic mathematical skills is assumed. For prospective elementary and middle school teachers only. Completion of, or concurrent enrollment in, an Educ level course is highly recommended prior to this course.
Problem Solving for Elementary and Middle School Teachers — A course designed to integrate content areas of mathematics with the practice of problem solving. Emphasis will be given to group work, oral presentation and multiple solution methods.
Introductory Statistics — The course begins by exploring statistical inference for one and two variables using a randomization approach, while reviewing basic descriptive statistical techniques.
The course then explores the relationship between randomization methods and traditional inference techniques, estimation using confidence intervals and statistical power and its impact on sample design decisions. Throughout the course there is an emphasis on active-learning using group activities and projects, as well as reading and critiquing research from mainstream and peer-reviewed media sources.
Activities, projects and hands-on learning activities are conducted using a variety of approaches but make heavy use of the computer and statistical software. Multivariable Mathematics I — The study of linear algebra and ordinary differential equations.
Multivariable Mathematics II — The study of systems of differential equations and multivariable calculus including differention, multiple integration, and calculus on vector fields. Bridge to Higher Mathematics: An Introduction to Mathematical Proof — An introduction to the understanding and creation of rigorous mathematical argument and proof.
Topics include properties of the integers, real numbers, and integers modulo n.
Additional topics may include mathematical induction, elementary set theory, elementary number theory, recursion formulas, counting techniques, equivalence relations, partitions and cardinality of sets. There will be a heavy emphasis on writing, in particular the writing of mathematical arguments and proofs.
Math 3 Credits Spring Studies in Mathematics — A course offered in response to student interest and need.The Summer Bridge Math and Science Acceleration or Enrichment Program is designed to support current students in On-Level, Pre-AP or Accelerated Math or Science for success in 7th or 8th grade Math and Science.
The courses include: equations, inequalities, similarity, dilation, and algebraic concepts including linear equations, proportional. MATH 1B, Bridge to College Mathematics 2 5 units. Prerequisite: Math 1. This course is a continuation of Math 1, Bridge to College Mathematics (BCM) for students who have already taken BCM and successfully passed the Arithmetic/Pre-algebra level and/or the Elementary Algebra portions of .
A comprehensive study of polynomials, equations, inequalities, exponential and logarithmic functions with their graphs, systems of linear equations, introduction to matrix theory, introduction to probability theory, and work in the complex number system.
Developmental Math Design for a Science/Math Bridge Program: An Accelerated Approach to Basic Skills Remediation Luanne Borowicz and Emily Baguhn Madison Area Technical College ABSTRACT In Fall an innovative Bridge program was piloted at .
Full Bridge Program; English-only Bridge Program; Math-only Bridge Program; Requirements: Students admitted through the Bridge Program may satisfy their ENGL .
Math Linear Algebra for Teachers (3) (Prerequisite: Bachelor’s degree plus eligibility for licensure in mathematics or science, or senior status as a mathematics major, or permission of department) SU.
Matrices, vector spaces, and linear transformations.