48 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 101Mathematics for Liberal Arts3
Study of several different fields of mathematics and their applications for liberal arts students. Through the process of discovery with everyday applications, students consider the beauty and elegance of mathematics as they improve their critical thinking and analytical skills. Topics include set theory, inductive and deductive reasoning, basic probability and statistics, number theory, algebraic modeling, basic geometry and trigonometry, and finance applications. Cannot be applied to the mathematics major. 162
Systems of linear equations, linear transformations, and matrices, determinants, eigenvectors and eigenvalues. Euclidean spaces and vector spaces. Logic and methods of proof. Sets, relations, and functions. Brief introduction to group, ring and field theory. Properties of formal systems. Cannot be applied to the major in mathematics.
MATH 301Probability and Statistics I (3) Discrete and continuous probability distributions, mathematical
expectation. Introduction to statistical methods. Prerequisite: MATH 213 or concurrent enrollment. MATH 302 Probability and Statistics II (3) Inferential statistics, sampling, point and interval estimation, hypothesis testing, correlation, and regression. Prerequisite: MATH 301.
MATH 310Number Theory (3) Introduction to elementary number theory including divisibility, primes and their
distribution, decompositions and base-representations of integers, congruences, Fermat's theorem, and multiplicative functions. Applications to cryptology. Emphasis on constructing proofs. Prerequisite: MATH 213 or MATH 220.
MATH 311Advanced Calculus (3) Line integrals, surface integrals and key theorems. An introduction to complex
numbers and complex-valued functions of a complex variable: analytic functions, derivatives, and integrals. Prerequisite: MATH 213. MATH 316 Stochastic Processes (3) Random walks, Markov chains in discrete and continuous time, Poisson processes, birth-and-death processes, branching processes, renewal and reward processes, Brownian motion, martingales. Applications to queuing, inventory, and finance. Prerequisite: MATH 301. MATH 320 Differential Equations (3) First and second order differential equations with applications. Linear systems of differential equations. Laplace transforms. Introduction to stability, nonlinear systems, and numerical methods.
MATH 350Advanced Discrete Mathematics (3) In-depth coverage of the major discrete foci, including set theory
relations, combinatorial methods, and graph theory. Emphasis on logical proofs, algorithms, and the combinatorics of these structures. Prerequisite: MATH 220
MATH 375Special Topics in Mathematics (1-3) Intensive examination of a selected area of study in mathematics
Topics vary and are announced in advance. Lecture, seminar, and/or student team study. This course may be repeated for credit. Prerequisite: Instructor Approval. MATH 380 Applied Mathematics (3) Classical and modern topics involving continuous or discrete models, theoretical analysis, and numerical solutions. Prerequisite: MATH 213. MATH 400 Advanced Topics in Geometry (3) Models of hyperbolic geometry and circle inversion. Projective planes and coordinatization. Projectivities and theorems of Desargues and Pappus. Transformational geometry and groups. MATH 410 Numerical Methods (3) Error analysis, interpolation, and spline approximation. Numerical differentiation and integration. Solutions of linear systems, nonlinear equations, and ordinary differential equations. Prerequisite: MATH 320. 146
MATH 480Introduction to Operations Research (3) Quantitative decision problems including decision theory
Allocation of limited resources with uncertainty. Modeling of linear and integer programming, decision trees, network flow problems, graph algorithms, transportation planning, and inventory theory. Problem formulation, simplex methods, and sensitivity analysis. Bayesian networks, reliability, and maintenance. Prerequisite: MATH 330. MATH 486 Research in Mathematics (3) In-depth, individual study of a selected topic in mathematics, resulting in original research findings, and culminating in a formal mathematics paper, suitable for public presentation or publication.
MATH 230, Senior standing, and permission of instructor.
MATH 486Research in Mathematics3
Computer Programming and Information Systems Skills Students majoring in mathematics are well advised to acquire skills in computer programming and information systems. Academic advisors can guide students to the appropriate courses in the information systems technology program. Students majoring in other disciplines may choose to minor in Mathematics: Minor in Mathematics (18 credits) (Only available on campus) 143
MATH 540Curriculum Studies, Trends, and Technology in Mathematics (3) Discusses big picture
mathematics curricular design ideas, including history of mathematics curriculum, development of national and state standards, curriculum frameworks, and implementation of effective practices including instructional technologies into K-8 schools. Reviews recent developments, research, and theoretical foundations of curricular concepts and practices in mathematics.
MATH 541Numbers, Systems and Operations for K-8 Teachers (3) Historical numeration systems, base systems
representing numbers, combining numbers, relationships among numbers, and the nature of large and small numbers. Includes children’s thinking, how they learn this basic mathematics, their problem- solving strategies, and how they construct their understandings of the base ten number system and arithmetic.
MATH 542Geometry and Measurement for K-8 Teachers (3) Mathematical reasoning and geometric ideas through
the study of topics in Euclidean geometry and measurement. Provides an appreciation for topics in other geometries such as non-Euclidean, fractal, and computational. Includes evaluating geometric thinking in grades K-8 using the van Hiele model of geometric thought.
MATH 544Algebra and Functions for K-8 Teachers (3) The mathematical underpinnings of algebra: patterns
variables, and functions. Includes modeling and interpreting graphs of linear and nonlinear functions (quadratic, polynomial, and exponential growth and decay) as well as analyzing, interpreting, and assessing children’s algebraic thinking in both written and oral communication.
MATH 549Rational Numbers and Proportional Reasoning for K-8 Teachers (3) Basic number strands in fractions
and rational numbers, decimals, percentages, ratios, and proportions as identified in K-8 national and state standards. Includes interpretation, computation, and estimation to develop rational number concepts, skills, and proportional reasoning. MATH 551 Probability and Statistics for K-8 Teachers (3) Counting (i.e., combinatorics), probabilistic structures, data analysis, and reasoning. Includes common misconceptions in children’s learning, and K-8 classroom applications to meet national and state standards. Includes interpreting children’s probabilistic thinking, understanding how they learn these concepts and how to help build problem-solving strategies.
MATH 556Assessing and Teaching Mathematics to Diverse Learners (3) With an emphasis on learning
characteristics that can make mathematics difficult for diverse learners, this course discusses barriers to learning mathematics; research-based instructional strategies for meeting the needs of diverse learners; creation of accessible learning opportunities; differentiation of mathematics instruction; and methods for designing and analyzing formative and summative assessments.
M.Ed. —Individualized Major (30 credit hours) (Delivered entirely online) The Individualized Studies major allows the greatest flexibility of course selection and rate of completion of any of our majors. The major requires 15 hours of core classes. The remainder of the courses can be pulled from other School of Education majors or taken in any school at Regent University (except Law) with their permission. At least 50% of the courses in the Individualized Studies program must be taken in the School of Education, unless you are completing the Career Switcher programs in which all of the courses are required School of Education courses. On-campus or online courses are available. Elective courses can be combined in a multidisciplinary grouping to meet the student’s interests or School of Education Page 184
M.Ed. —In Teaching Major (30 credit hours) (Delivered entirely online) The M.Ed. in Teaching major allows the greatest flexibility of course selection and rate of completion of any of our majors. The major requires 15 hours of core classes. The remainder of the courses can be pulled from other School of Education majors or taken in any school at Regent University (except Law) with their permission. At least 50% of the courses in the M.Ed. in Teaching must be taken in the School of Education, unless you are completing the Career Switcher programs in which all of the required courses are School of Education courses. On-campus or online courses are available. Elective courses can be combined in a multidisciplinary grouping to meet the student’s interests or selected from the possible tracks below. Although the program is designed for those who are already licensed or not seeking traditional state licensure, some courses may fulfill state requirements. The average completion time is 18-24 months.
MATH 640Curriculum Studies, Trends, and Technology in Mathematics (3) Discusses big picture mathematics
curricular design ideas, including history of mathematics curriculum, development of national and state standards, curriculum frameworks, and implementation of effective practices including instructional technologies into K-8 schools. Reviews recent developments, research, and theoretical foundations of curricular concepts and practices in mathematics. Cross-listed with MATH 540.MATH 641 Numbers, Systems and Operations for K-8 Teachers (3) Historical numeration systems, base systems, representing numbers, combining numbers, relationships among numbers, and the nature of large and small numbers. Includes children’s thinking, how they learn this basic mathematics, their problem- solving strategies, and how they construct their understandings of the base ten number system and arithmetic. Cross-listed with MATH 541.
MATH 642Geometry and Measurement for K-8 Teachers (3) Mathematical reasoning and geometric ideas through
the study of topics in Euclidean geometry and measurement. Provides an appreciation for topics in other geometries such as non-Euclidean, fractal, and computational. Includes evaluating geometric thinking in grades K-8 using the van Hiele model of geometric thought. Cross-listed with MATH 542.
MATH 644Algebra and Functions for K-8 Teachers (3) The mathematical underpinnings of algebra: patterns
variables, and functions. Includes modeling and interpreting graphs of linear and nonlinear functions (quadratic, polynomial, and exponential growth and decay) as well as analyzing, interpreting, and assessing children’s algebraic thinking in both written and oral communication. Cross-listed with MATH 544.
MATH 649Rational Numbers and Proportional Reasoning for K-8 Teachers (3) Basic number strands in fractions
and rational numbers, decimals, percentages, ratios, and proportions as identified in K-8 national and state standards. Includes interpretation, computation, and estimation to develop rational number concepts, skills, and proportional reasoning. Cross-listed with MATH 549. MATH 651 Probability and Statistics for K-8 Teachers (3) Counting (i.e., combinatorics), probabilistic structures, data analysis, and reasoning. Includes common misconceptions in children’s learning, and K-8 classroom applications to meet national and state standards. Includes interpreting children’s probabilistic thinking, understanding how they learn these concepts and how to help build problem-solving strategies. Cross-listed with MATH 551.
MATH 656Assessing and Teaching Mathematics to Diverse Learners (3) With an emphasis on learning
characteristics that can make mathematics difficult for diverse learners, this course discusses barriers to learning mathematics; research-based instructional strategies for meeting the needs of diverse learners; creation of accessible learning opportunities; differentiation of mathematics instruction; and methods for designing and analyzing formative and summative assessments. Cross-listed with MATH 556.
