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  Dec 15, 2017
 
 
    
2013-2014 UMass Dartmouth Undergraduate Catalog [Archived Catalog]

Department of Mathematics


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Faculty and Fields of Interest

Saeja Oh Kim (Chairperson) computational algebra, applied mathematics, scientific computing

Nurit Budinsky nonlinear DEs/dynamical systems, numerical analysis

Yanlai Chen numerical analysis

Gary Davis memory systems, DEs, time series

Bo Dong numerical analysis for partial differential Equations, scientific somputing, siscontinuous Galerkin methods, hybridizable and mixed finite element methods, multiscale finite element methods

Dana Fine applied math, gauge theory

Sigal Gottlieb numerical analysis

Adam O Hausknecht algebra, analysis of algorithms

Alfa Heryudono scientific computing, radial basis functions for PDEs

Steven J Leon (Emeritus) numerical analysis, linear algebra

Gary Martin (Emeritus) logic

Akil Narayan numerical analysis and scientific computing, uncertainty quantification for stochastic systems, spectral methods, and orthogonal polynomials

Ronald Tannenwald dynamical systems

Cheng Wang numerical analysis, numerical PDEs

 

Mathematics can be pursued as a scholarly discipline of an especially elegant kind (a creative art form) or it can be treated as a valuable tool in an applied discipline.

The program for mathematics majors is designed to provide a solid foundation in the theoretical and applied aspects of mathematics necessary for a variety of professional careers. The flexibility within the third and fourth years enables mathematics majors to concentrate in areas of their interest. The Computational Mathematics Option is designed for students seeking positions in industry or with the government. The program emphasizes applied and computer mathematics. Students choose their curricula so as to emphasize that role of mathematics which will be useful to them in later years. For example, students may use our offerings as preparation for:

  • secondary school teaching
  • graduate school in mathematics, applied mathematics, or computer science
  • a career in applied mathematics in either the public or private sector
  • graduate school in an area that uses mathematics, such as economics, biology or psychology.

Some mathematics majors have had success in law school, pharmaceutical school and medical school.

The department offers both a major and a minor program.

The Mathematics Department participates in UMass Dartmouth’s programs to prepare teachers who are highly qualified, helping provide opportunities for students to gain both initial and professional licensure. Specifically, the department supports students who seek initial licensure as a Teacher of Mathematics (grades 5 through 8 or grades 8 through 12) through the Post-Baccalaureate Education Certificate and professional licensure as a Teacher of Mathematics (grades 5 through 8 or grades 8 through 12) through the MAT program. To assure taking appropriate prerequisite and enrichment courses, students should indicate their interest both to their mathematics major advisor and to an advisor in UMass Dartmouth’s Department of Teaching and Learning.

Student Learning Outcomes

  • Students should know, be able to recall and use, basic ideas from their core mathematics courses.
  • Students should be able to determine independently that their work, including calculation and argument, is correct. This includes developing regular habits of checking solutions, verifying answers, and checking for correct calculations and correct reasoning.
  • Students should formulate answers to mathematical problems. This includes correct and clearly presented English, logical and clearly laid-out solutions, and clear and well-labeled diagrams where appropriate. Students should be able to argue logically and correctly, and be able to produce proofs for mathematical assertions.
  • Students should have familiarity with graphing calculators and mathematics software including Mathematica or Maple. Students should know how to use mathematical technology appropriately to enhance, not to replace, basic skills and understanding of concepts.
  • Students should be flexible problem solvers. They should be able to recall basic facts, concepts, and skills, and use them in context, and should be able to use those same facts, concepts, and skills in novel problem settings.
  • Students should be able to see connections between different areas of mathematics, and understand relationships between ideas.
  • Students should learn to communicate mathematics effectively.

 

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