For more information, please contact Dr. Eric Wright | 406-683-7274 | e_wright@umwestern.edu.
The primary objective of The University of Montana Western mathematics program is to provide innovative interdisciplinary education in mathematics through experiential learning that combines theory and practice. The mathematics program aims to equip students with the mathematical skills and understanding that will help them attain success in careers in mathematics, applied mathematics or mathematics education. Students have also pursued graduate-level studies in mathematics, in mathematics education, and in related science areas.
Discipline-specific knowledge, skills, and abilities
Demonstrate computational proficiency, including a conceptual understanding of numbers, ways of representing numbers, relationships among numbers and number systems, and meanings of operations. (National Council of Teachers of Mathematics (NCTM St 9) (MATH 201, MATH 202, MATH 203, MATH 342, MATH 343)
Use spatial visualization and geometric modeling to explore and analyze geometric shapes, structures, and their properties. (NCTM St 11) (MATH 341, MATH 343, MATH 260) Demonstrate a conceptual understanding of limit, continuity, differentiation, and integration and a thorough background in the techniques and application of the calculus. (NCTM St 12) (MATH 201, MATH 202, MATH 203, MATH 343) Demonstrate an understanding of concepts and practices related to data analysis, statistics, and probability. (NCTM St 14) (MATH 401, MATH 433, MATH 232) Apply and use measurement concepts and tools. (NCTM St 15) (MATH 341, MATH 343) Know, understand, and apply the process of mathematical problem solving. (BPE/OPI 10.58.518 1A) (MATH 201, MATH 202, MATH 203, MATH 341, MATH 342, MATH 343, MATH 401, MATH 433, MATH 232, MATH 260)
Communication skills (especially oral and written)Communicate mathematical thinking orally and in writing to peers, faculty, and others. (NCTM St 3, BPE/OPI 10.58.518, 1C) MATH 203, MATH 341, MATH 342, MATH 343, MATH 401, MATH 433, MATH 232, MATH 260)
Problem-solving skillsKnow, understand, and apply the process of mathematical problem solving. (BPE/OPI 10.58.518 1A) (MATH 201, MATH 202, MATH 203, MATH 341, MATH 342, MATH 343, MATH 401, MATH 433, MATH 232, MATH 260) Recognize, use, and make connections between and among mathematical ideas and in contexts outside mathematics to build mathematical understanding. (NCTM St 4, BPE/OPI 10.58.518 1D) (MATH 201, MATH 202, MATH 203, MATH 341, MATH 342, MATH 343, MATH 401, MATH 433, MATH 232, MATH 260) Embrace technology as an essential tool for teaching and learning mathematics. (NCTM St 6, BPE/OPI 10.58.518 1F) (MATH 201, MATH 202, MATH 203, MATH 401, MATH 433, MATH 232, MATH 260)
Discipline-specific knowledge, skills, and abilities
Mathematics professors assess students' discipline-specific knowledge, skills, and abilities via exams, assignments, projects, and proofs.
Specific courses and assessment activities:
CALCULUS SEQUENCEMATH 201, Calculus - exams, quizzes, assignments MATH 202, Calculus II - exams, quizzes, projects, assignments MATH 203, Calculus III - exams, quizzes, projects, assignments
FOUNDATIONS SEQUENCEMATH 341, College Geometry – written and oral presentation of formal proofs MATH 342, Foundations of Mathematics - exams, quizzes, formal proofs, assignments MATH 343, History of Mathematics - exams, quizzes, formal proofs, assignments
APPLICATIONS COURSESMATH 401, Deterministic Modeling - projects, assignments MATH 433, Stochastic Modeling - projects, assignments MATH 232, Statistics - projects, exams, quizzes, assignments MATH 260, Linear Algebra - exams, quizzes, assignments
Communication skills (especially oral and written)
Mathematics professors assess students' communication skills via observation and assessment of students during oral and written student presentations. Specific courses and assessment activities:
THESIS -– written/oral presentations
CALCULUS SEQUENCEMATH 202, Calculus II – written/oral project presentations MATH 203, Calculus III – written/oral project presentations
FOUNDATIONS SEQUENCEMATH 341, College Geometry – written/oral presentation of formal proofs MATH 342, Foundations of Mathematics – written/oral presentation of formal proofs MATH 343, History of Mathematics - written/oral presentations
APPLICATIONS COURSESMATH 401, Deterministic Modeling - written/oral project presentations MATH 433, Stochastic Modeling - written/oral project presentations MATH 232, Statistics - written/oral project presentations MATH 260, Linear Algebra - written/oral project presentations
Problem-solving skills
Mathematic students' problem-solving skills, including critical thinking, quantitative reason, analytical synthesis, and decision making, are assessed in MATH discipline-specific courses and other courses directly related to attaining each of these related areas. Students often work in small groups on problem-solving activities. Specific courses and assessment activities:
CALCULUS SEQUENCEMATH 201, Calculus - exams, quizzes, assignments MATH 202, Calculus II - exams, quizzes, projects, assignments MATH 203, Calculus III - exams, quizzes, projects, assignments
FOUNDATIONS SEQUENCEMATH 341, College Geometry – written and oral presentation of formal proofs MATH 342, Foundations of Mathematics - exams, quizzes, formal proofs, assignments MATH 343, History of Mathematics - exams, quizzes, formal proofs, assignments
APPLICATIONS COURSESMATH 401, Deterministic Modeling - projects, assignments MATH 433, Stochastic Modeling - projects, assignments MATH 232, Statistics - projects, exams, quizzes, assignments MATH 260, Linear Algebra - exams, quizzes, assignments
Feedback from current students (e.g., exit interviews, focus groups)
Mathematics faculty receive program feedback from current students via the following venues:
1]UMW graduate/exit survey
2]Mid-point assessment: final exam in MATH 201, Calculus I
3]Capstone assessment: thesis completed in MATH 498
Feedback from outside constituencies
Feedback from graduates one year following graduation. Due to the newness of this related area, there currently are no graduates with this related area.
Feedback from employers of graduates after one year of employment. Due to the newness of this related area, there are no graduates with this related area.
The secondary mathematics education program will undergo an on-site review by a representative selcted by the Office of Public Instruction during fall 2008.
The Employer and Graduate Surveys will be distributed by and returned to the Career Services Office. After the data are compiled by Career Services, this information will be disseminated back to Mathematics faculty for review.
Evaluation of teaching
During fall semester, the VCAA chooses the faculty member's course to be evaluated. Each Mathematics faculty member chooses a course during spring semester that s/he wants evaluated by students. Feedback is compiled and shared with the faculty member and VCAA. In addition, each faculty member also has at least one peer evaluation per year.
Curriculum Review
The curricula for the BS: Secondary Education, Mathematics Major, Minor, and Broadfield were reviewed extensively in preparation for implementation of Experience One (block scheduling). In preparation for the upcoming accreditation review by the Board of Public Education/Office of Public Instruction, curricula is being reviewed with the standards provided on the draft copy for Standard 10.58.518, Mathematics. The curriculum for the Mathematical Biology related area in the Biology Option is new as of AY 2005. The curriculum for the Applied Mathematics related area in the Environmental Science Option was reviewed and revised in preparation for implementation of Experience One.
Criteria and procedures for admission and retention of students
To ensure that a student has the mathematical ability to successfully complete the math course he/she is placed in, the following guidelines are followed:If a student has an ACT math score of 17 or less, or a SAT math score of 430 or less, the student must enroll in MATH 007, Algebra. If a student has an ACT math score of 18 or higher, or a SAT math score of 440 or higher:
--Business majors - MATH 131, Probability
--Elementary Education majors - MATH 105, Number Theory, and MATH 106, Geometry
--Environmental Science majors - Math 111, College Algebra, OR MATH 112, Trigonometry and Complex Numbers, OR MATH 201 Calculus I AND MATH 131, Probability
--Biological & Biomedical Sciences - MATH 111, College Algebra OR MATH 112, Trigonometry and Complex Numbers, OR MATH 201, Calculus I AND MATH 131, Probability
--Secondary Education General Science Broadfield Majors - MATH 111, College Algebra OR MATH 112, Trigonometry and Complex Numbers, OR MATH 201, Calculus I AND MATH 131, Probability.
--Secondary Education Mathematics Broadfield Majors/Majors/Minors - MATH 111, College Algebra OR MATH 112, Trigonometry and Complex Numbers, OR MATH 201, Calculus I AND MATH 131, Probability.
--All other majors - Any math course higher than MATH 007 for which a student satisfies the prerequisites.
Also refer to the Mathematics Proficiency Standard requirements in the UMW catalog for any student seeking admission to four-year degree programs.
Appraisal of annual program goals and assessment of their success
Potential modificaion of curriculum based upon feedback from recent graduates, graduates following one year of employment or graduate school, employers, and collected exhibits/artifacts.
Self-study or reports from external reviews
As part of UMW's systematic academic program review cycle, a self-study of the two related areas in mathematics for the Biology and Environmental Sciences options was prepared and completed during spring semester 2006. The initial review of these two related areas by an external reviewer occured during April 2006, with very favorable results. The BS in Secondary Education: Mathematics (Broadfield, Major, and Minor) will undergo external review by a member of the team chosen by the Office of Public Instruction during fall semester 2008.
Description of program-specific curriculum development bodies and advisory groups
National organizations such as NCTM provide guidelines for the competencies that serve as a basis for curricular development by mathematics faculty. A single advisory board exists for all Secondary Education Programs, UMW's Teacher Education Advisory Board. In addition, establishing a program-specific advisory board is currently under consideration by the mathematics department.