50 courses with the subject MATH, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
MATH 1024How to Shape an Election3
In this course, we’ll explore how our democracy operates by examining how we can quantify various aspects of it. At the heart of the democratic experience is voting. On the surface, voting seems simple mathematically: the one with the most votes wins. But there are many ways to conduct elections when there are more than two initial candidates, including primary systems, ranked choice voting, proportional representation, and many more. Are there ways that are “better” than the others? What Efficiency Gap. Attributes: LC YLIB
This course is designed to bring the beauty, fun, and utility of mathematics to a broad variety of students. By use of games, puzzles, paradoxes, art, and other explorations, students gain insight into the way mathematicians think and learn ways of thinking that significantly improve their ability to solve problems. Possible topics include number theory and secret codes, notions of the infinite, geometry and topology, chaos and fractals, and probability and expectation. Attributes: P4 YLIB
This course will explore mathematics as it is presented in various popular culture phenomena, such as TV, movies, puzzles, games, and literature. Potential mathematical ideas to be explored include game theory, probability, statistics, mathematical modeling, and the history of mathematical ideas. Formerly titled: Mathematics in Games Attributes: YLIB
Topics in this course include relations and their graphs, functions and some of their important properties, trigonometry, exponential and logarithmic models, and methods for solving systems of equations and inequalities. Attributes: YLIB
This course is devoted to the study of calculus concepts and techniques. Emphasis is placed on differential and integral calculus. Applications to business, industry, and the social sciences are heavily stressed in the course. This course is not equivalent to MATH 120C and may not be taken concurrently with MATH 120C or if the equivalent of MATH 120C has been successfully completed. Typically offered:
This course provides student with the background necessary to study both the quantitative aspects of business and the foundations of general linear regression. This is accomplished through various case studies, which provide a contextual framework to study the mathematical content of the course. The course topics include the collection, description, analysis, and modeling of data, as well as the ethical issues surrounding these topics. Everything is tied together through the central idea o Typically offered:
How are informed decisions made about the future based on what has happened in the past? How is phenomena in nature explained when scientific experimentation is too expensive, technologically infeasible, or ethically inappropriate? How is a spectrum of possibilities for the future presented at the same time for ease of comparison? An answer to all of these questions is mathematical modeling. In this course, mathematical models are built to examine a variety of real-world phenomena. While m Typically offered:
Topics include trigonometric functions, analytic geometry, and properties of functions, with emphasis on exponential and logarithmic functions. Graphical interpretations are emphasized throughout the course. Most topics are supported by the use of graphing calculators. This 3-credit course was formerly offered for 4 credits. Attributes: P4 YLIB
This is a first course in calculus primarily aimed at mathematics and science students. Limits of functions are explored algebraically and graphically. Tangent lines, derivatives, and their applications are introduced. Students work with mathematical properties and consequences of the derivative such as concavity and finding extreme values as well as applications, such as applied optimization and related rates. The course also includes an introduction to definite and indefinite integrals. Prerequisite will be met by a grade of B (83%) in a high school pre-calculus course. Typically offered:
This is a second course in calculus, building on the material of MATH 120C. The subject matter includes techniques of integration, applications of the integral, infinite series, power series, Taylor series, and improper integrals. Typically offered:
This course provides students with the background necessary to study both the quantitative aspects of business (decision-making, etc.) and the foundations of differential calculus for functions of several variables. This is accomplished through various projects, which provide a contextual framework to study the mathematical content of the course. The course topics include functions, curve fitting, and statistics. These topics are tied together through the central ideas of mathematical mode MATH 130C replaces and is the equivalent of MSTI 130C. Attributes: HHSM SQ YLIB
This course is designed to introduce students to various applications of mathematics utilizing relatively simple mathematics and basic technology. The course reinforces the cycle of steps in modeling real-world phenomena through the study of topics such as: difference equations, sequences of numbers, recursive relationships, and the Game of Life. Attributes: P4 YLIB
An introductory math course on a topic of interest that is not typically part of a regularly scheduled class. The topic will vary depending on student and instructor interests. Students may take this course again for credit, but not with the same topic. Fall 202509 Section 01 Topic: Mathematics and Music In this course, we will apply mathematical ideas to study the foundations of western music. We’ll compare various historical scales (Pythagorean, just intonation, equal temperament), study patterns in rhythm, melody, and harmony, and the analysis and synthesis of musical sound. No particular background in mathematics, physics, or music will be assumed. Attributes: YLIB
Students learn the basics of writing an academic research paper in this discipline. Emphasis is on elements of persuasive argumentation, the inclusion of more than one perspective on an issue, the proper use and documentation of sources, and revision. Students also learn how to make an effective oral presentation of their research. Department-determined topic may change from semester to semester and is likely to include literary texts as primary materials. Restricted to freshmen and transfers. Note: 199C courses may not be taken for credit more than once. Research-based Writing (199) Courses & Topic Descriptions [pdf] Attributes: RW YLIB
An introduction to the development of mathematical ideas from the prehistoric era to the present, with an emphasis on problem solving across a variety of cultures and eras, the mathematical contributions of significant individuals, and the mathematics of non-Western cultures. Topics include number systems, algebra, geometry, trigonometry, and probability. Attributes: CIA YLIB 2025-2026 Catalog » Academic Programs » Undergraduate » School of Arts and Sciences » Mathematics
Additional Requirements - 12 credits 12 additional credits of physics electives (at the 300 level or above) Total: 43 credits *PHYS 121C or 131C if previously taken, may automatically substitute for PHYS 141; likewise, PHYS 122C or 132C if previously taken, may automatically substitute for PHYS 142. B.A. in Physics with Inclusive Adolescence Education Disclosure: This degree program is intended for students that are/will be part of the Noyce Inspire scholarship. Other students can enroll in this degree, however, only those that have applied and were selected by the Noyce Scholarship Committee wi The B.A. in physics with inclusive adolescence education degree program is a dual certification program comprised of both the physics major and the inclusive adolescence education major with certification concentration in adolescence education - ph Students in the B.A. in physics with inclusive education degree program must successfully complete the B.A. physics requirements as listed above as well as all of the inclusive adolescence education requirements (see Inclusive Adolescence Education
This course educates students in the theory and practice of tutoring in mathematics. Students tutoring in the Math Center must be taking or have taken this course. Graded S/U. Permission of the Professor is required to register. Typically offered:
As a continuation of MATH 301, this course will use the probabilistic framework developed there to develop statistical analyses. Estimation (including the method of maximum likelihood), confidence intervals, hypothesis testing, regression, and correlation are covered. Analysis of Variance and tests of categorical relationships are included, as well as an introduction to time series analysis and an introduction to Bayesian statistics. Typically offered: Spring - Odd Years Attributes: YLIB
The first of a two-semester sequence in applied mathematics for the physical sciences and engineering. The course content is derived from the following list of topics: vector calculus; tensor analysis; functions of a complex variable; solutions of partial differential equations; eigenvalue problems; Fourier series; Laplace and Fourier transforms; calculus of variations; and properties of some special functions. Cross-listed with PHYS 333. Attributes: YLIB
A study of numerical methods for solving problems, such as approximating the zeroes of non-linear equations, approximation of functions by polynomials, numerical solution of systems of equations, numerical integration, and numerical solution to differential equations. Use of the computer for application to the above problems through student-written and/or commercially available programs is examined. Attributes: YLIB
(CSCI-161 C OR DIGC-158 C OR STAT-275 C) AND (MATH-222 C OR MATH-232 C)
MATH 400Special Topics (1 TO 3)
This course presents a special topic in mathematics that would not be offered regularly. Possible topics include: linear spaces, complex variables, general topology, and differential geometry. This course may be repeated for different topics. Topic for Fall 2023:Graph Theory for Mathematicians, Computer Scientists, and Statisticians Mathematically, graphs and networks represent objects (called nodes or vertices) and their connections (called links or edges). Graphs are used to represent a variety of relationships in computer science (such as trees and the flow of an algorithm). Statisticians often deal with graph and network structures in their data. In this class, we will explore the mathematical properties and types of graphs, their applications in the real world (especially computer science and statistics), and how Typically offered: Fall - Odd Years Attributes: YLIB
This course seeks to apply the mathematical concepts learned in MATH 301 to various applied settings. Probability models are discussed as they relate to the physical sciences, psychology, engineering, and computers. Topics are chosen from discrete and continuous Markov chains, queueing theory, branching processes, Brownian motion, Monte Carlo methods, and applications of conditional probability. An emphasis is placed on using computers to perform simulations. Typically offered: Spring - Even Years Attributes: YLIB
MATH elective at the 200 level or above (3-4) Total: 32-33 credits Inclusive Childhood Education Major with a Liberal Arts Major/Concentration in Mathematics Students pursuing teaching certification in inclusive childhood education must declare either a second major or a concentration in a liberal arts field. Either choice results in a Bachelor of Science degree. Inclusive childhood edu
This course will introduce some concepts in probability, such as joint moment generating functions and order statistics, as well as review many concepts from MATH 301 with a focus on increasing computational accuracy, speed, and understanding. Through problem solving and repeated practice, students will apply the aspects of probability from MATH 301 in a risk management context. This course is recommended for those studying for the Exam P by the Society of Actuaries. Typically offered:
The purpose of this course is to provide an understanding of the concepts of financial mathematics and how those concepts are applied in calculating present and accumulated values for various streams of cash flows as a basis for future use in reserving, valuation, pricing, asset/liability management, and other uses. The students are given an introduction to financial instruments, including derivatives, and the concept of no arbitrage as it relates to financial mathematics. Topics are chose Attributes: YLIB
This course is designed to help students to connect their undergraduate mathematics experience to the high school mathematics curriculum. Concepts from number theory are integrated into the course. This class involves evaluating and critiquing mathematical arguments from across the mathematics curriculum, giving students an opportunity to analyze various logic flaws and misconceptions, and reinforcing the structure of proofs and reasoning. Attributes: YLIB
Mathematics Electives - 6 credits TWO MATH courses at or beyond the 300 level Total: 42 credits Note: Mathematics majors may NOT minor in statistics. B.A. in Mathematics with Inclusive Adolescence Education Disclosure: This degree program is intended for students that are/will be part of the Noyce Inspire scholarship. Other students can enroll in this degree, however, only those that have applied and were selected by the Noyce Scholar The B.A. in mathematics with inclusive adolescence education degree program is a dual certification program comprised of both the mathematics major and the inclusive adolescence education major with certification concentration in a Students in the B.A. in mathematics with inclusive education degree program must successfully complete the mathematics requirements as listed below as well as the inclusive adolescence education requirements (see Inclusive Adolesce Complete the B.A. requirements in mathematics as listed above, except MATH 222 - SQ Introduction to Dynamical Systems (3) Substitute MATH 470 in place of MATH 480 Complete MATH 417 as one of the two required 300+ level electives. Inclusive Adolescence Education/Mathematics Dual Major Students pursuing teaching certification in inclusive adolescence education (mathematics) may dual major in inclusive adolescence education and mathematics (following B.A. requirements) and earn a Bachelor of Science degree. In add Complete the B.A. requirements in mathematics as listed above Substitute MATH 470 in place of MATH 480 Complete MATH 417 as one of the two required 300+ level electives. Strongly recommended completion of PHYS 141 and CSCI 161 Inclusive Adolescence Education Major with a Mathematics Concentration Students pursuing teaching certification in inclusive adolescence education (mathematics) may choose to complete a concentration in mathematics instead of a major, resulting in a Bachelor of Science degree. In addition to meeting a
The student spends 10 to 15 hours per week as an intern with an organization in the Rochester area. The student performs tasks with the goal of participating meaningfully in real-world mathematical applications or research. The student keeps a journal and participates in additional activities to reflect on their experiences and share them with prospective students, faculty and supervising organizations. To participate in an internship, a student must be a junior or senior MATH major with a Permission of the Department Chair is required to register. Typically offered:
Well-qualified seniors may initiate and carry out a proposal for independent, advanced work under the supervision of a member of the department. Completion of the Independent Study/Tutorial Authorization form is required. See the College Policy on Independent Study. Attributes: YLIB
