This is a basic course in statistics. The topics to be covered are the nature of statistical reasoning, graphical and descriptive statistical methods, design of experiments, sampling methods, probability, probability distributions, sampling distributions, estimation, and statistical inference. Confidence intervals and hypothesis tests for means and proportions will be studied in the one- and two-sample settings. Minitab, a statistical software package, will be used, and students will be engaged in a wide variety of hands-on projects. No prerequisite. Offered every semester.

This is a basic course in statistics. The topics to be covered are the nature of statistical reasoning, graphical and descriptive statistical methods, design of experiments, sampling methods, probability, probability distributions, sampling distributions, estimation, and statistical inference. Confidence intervals and hypothesis tests for means and proportions will be studied in the one- and two-sample settings. Minitab, a statistical software package, will be used, and students will be engaged in a wide variety of hands-on projects. No prerequisite. Offered every semester.

This is a basic course in statistics. The topics to be covered are the nature of statistical reasoning, graphical and descriptive statistical methods, design of experiments, sampling methods, probability, probability distributions, sampling distributions, estimation, and statistical inference. Confidence intervals and hypothesis tests for means and proportions will be studied in the one- and two-sample settings. Minitab, a statistical software package, will be used, and students will be engaged in a wide variety of hands-on projects. No prerequisite. Offered every semester.

The first in a three-semester calculus sequence, this course covers the basic ideas of differential calculus. Differential calculus is concerned primarily with the fundamental problem of determining instantaneous rates of change. In this course we will study instantaneous rates of change from both a qualitative geometric and a quantitative analytic perspective. We will cover in detail the underlying theory, techniques, and applications of the derivative. The problem of anti-differentiation, identifying quantities given their rates of change, will also be introduced. The course will conclude by relating the process of anti-differentiation to the problem of finding the area beneath curves, thus providing an intuitive link between differential calculus and integral calculus. Those who have had a year of high-school calculus but do not have advanced placement credit for MATH 111 should take the calculus placement exam to determine whether they are ready for MATH 112. Students who have .5 unit of credit for calculus may not receive credit for MATH 111. Prerequisite: solid grounding in algebra, trigonometry, and elementary functions. Students who have credit for MATH 110Y-111Y may not take this course.

The second in a three-semester calculus sequence, this course has two primary foci. The first is integration, including techniques of integration, numerical methods, and applications of integration. This study leads into the analysis of differential equations by separation of variables, Euler's method, and slope fields. The second focus is the notion of convergence, as manifested in improper integrals, sequences, and series, particularly Taylor Series. Prerequisite: MATH 111 or permission of instructor. Offered every semester.

The second in a three-semester calculus sequence, this course has two primary foci. The first is integration, including techniques of integration, numerical methods, and applications of integration. This study leads into the analysis of differential equations by separation of variables, Euler's method, and slope fields. The second focus is the notion of convergence, as manifested in improper integrals, sequences, and series, particularly Taylor Series. Prerequisite: MATH 111 or permission of instructor. Offered every semester.

This course focuses on choosing, fitting, assessing, and using statistical models. Simple linear regression, multiple regression, analysis of variance, general linear models, logistic regression, and discrete data analysis will provide the foundation for the course. Classical interference methods that rely on the normality of the error terms will be thoroughly discussed, and general approaches for dealing with data where such conditions are not met will be provided. For example, distribution-free techniques and computer-intensive methods, such as bootstrapping and permutation tests, will be presented. Students will use statistical software throughout the course to write and present statistical reports. The culminating project will be a complete data analysis report for a real problem chosen by the student. The MATH 106-206 sequence provides a thorough foundation for statistical work in economics, psychology, biology, political science, and many other fields. Prerequisite: MATH 106 or MATH 116. Offered every spring.

The third in a three-semester calculus sequence, this course examines differentiation and integration in three dimensions. Topics of study include functions of more than one variable, vectors and vector algebra, partial derivatives, optimization, and multiple integrals. Some of the following topics from vector calculus will also be covered as time permits: vector fields, line integrals, flux integrals, curl, and divergence. Prerequisite: MATH 112 or permission of instructor.

This course is intended as a second course in programming, as well as an introduction to the concept of computational complexity and the major abstract data structures (such as dynamic arrays, stacks, queues, link lists, graphs, and trees), their implementation and application, and the role they play in the design of efficient algorithms. Students will be required to write a number of programs using a high-level language. Prerequisite: SCMP 118 or permission of instructor. Offered every other spring.

This course introduces students to mathematical reasoning and rigor in the context of set-theoretic questions. The course will cover basic logic and set theory, relations--including orderings, functions, and equivalence relations--and the fundamental aspects of cardinality. Emphasis will be placed on helping students in reading, writing, and understanding mathematical reasoning. Students will be actively engaged in creative work in mathematics. Students interested in majoring in mathematics should take this course no later than the spring semester of their sophomore year. Advanced first-year students interested in mathematics are encouraged to consider taking this course in their first year. (Please see a member of the mathematics faculty if you think you might want to do this.) Prerequisite: MATH 213 or permission of instructor. Offered every semester.

This course builds on the concepts that arise in MATH 224. Topics will vary and will likely include some of the following: abstract vector spaces, inner product spaces, linear mappings and canonical forms, linear models, linear codes, the singular value decomposition, wavelets. Prerequisite: MATH 224. Offered every other year.

Patterns within the set of natural numbers have enticed mathematicians for well over two millennia, making number theory one of the oldest branches of mathematics. Rich with problems that are easy to state but fiendishly difficult to solve, the subject continues to fascinate professionals and amateurs alike. In this course, we will get a glimpse at both the old and the new. In the first two-thirds of the semester, we will study topics from classical number theory, focusing primarily on divisibility, congruences, arithmetic functions, sums of squares, and the distribution of primes. In the final weeks we will explore some of the current questions and applications of number theory. We will study the famous RSA cryptosystem, and students will be reading and presenting some current (carefully chosen) research papers. Prerequisite: MATH 222. Offered every other year.

This course introduces students to the concepts, techniques, and power of mathematical modeling. Both deterministic and probabilistic models will be explored, with examples taken from the social, physical, and life sciences. Students engage cooperatively and individually in the formulation of mathematical models and in learning mathematical techniques used to investigate those models. Prerequisite: MATH 106 and MATH 224 or MATH 258 or permission of instructor. Offered every other year.

This course will focus on linear regression models. Simple linear regression with one predictor variable will serve as the starting point. Models, inferences, diagnostics, and remedial measures for dealing with invalid assumptions will be examined. The matrix approach to simple linear regression will be presented and used to develop more general multiple regression models. Building and evaluating models for real data will be the ultimate goal of the course. Time series models, nonlinear regression models, and logistic regression models may also be studied if time permits. Prerequisite: MATH 106, 213, and 224 or permission of instructor. Offered every other spring.

This course follows Real Analysis I. Topics will include a study differentiation and (Riemann) integration of functions of one variable, sequences and series of functions, power series and their properties, iteration and fixed points. Other topics may be included as time permits. For example: a discussion of Newton's method or other numerical techniques; differentiation and integration of functions of several variables; spaces of continuous functions; the implicit function theorem; and everywhere continuous, nowhere differentiable functions. Prerequisite: MATH 341. Offered every other spring.

This course will consist largely of an independent project in which students read several sources to learn about a mathematical topic that complements material studied in other courses, usually an already completed depth sequence. This study will culminate in an expository paper and a public or semi-public presentation before an audience consisting of at least several members of the mathematics faculty as well as an outside examiner. Prerequisite: At least one "depth sequence" completed and permission of the department.