The Mathematics major prepares you to analyze complex discipline-based
issues, synthesize information from multiple sources and perspectives,
communicate skillfully in oral and written forms, and use appropriate
technologies. The flexibility of the major gives you enough freedom to
mold your degree along your particular interest toward a career or
graduate school. Many mathematics majors pursue careers in industry
(e.g. engineering, finance, business), teaching, and government service
immediately upon graduation. Others continue on to graduate school, then
pursue careers in research and university teaching.
Special Requirements
If you transferred into CSUMB as an AS-T-certified student in
mathematics, please see the
AS-T certified requirements.
If you are unsure about your transfer status, please talk to a
mathematics faculty advisor as soon as possible.
Calculus and Differential Equations. Students
explain and apply the basic concepts of single and multivariate
calculus including the various forms of derivatives and integrals,
differential equations, their interconnections and their uses in
analyzing and solving real-world problems.
Discrete Mathematics. Students perform operations
on sets and use basic mathematical logic. Students represent and
solve both theoretical and applied problems using such techniques as
graph theory, matrices, sequences, linear programming, difference
equations and combinatorics.
Computer Programming. Students design, develop and
document computer programs to solve problems.
Foundations of Modern Mathematics. Students explain
the nature and purpose of axiomatic systems, utilize various methods
of mathematical proof and prove fundamental theorems utilizing
various axiomatic systems.
Statistics and Probability. Students use a variety
of methods and techniques to determine the probability of an event
or events, including the use of density functions and associated
probabilities of both discrete and continuous probability
distributions. Students work with applications of probability to
mathematical statistics such as point estimation and hypothesis
testing.
Linear Algebra. Students set up and solve systems
of linear equations using various methods. Students work with vector
spaces and linear transformations. Students apply matrix techniques
to applied problems from various disciplines.
Abstract Algebra. Students use a variety of
algebraic representations to model problem situations. Students
explain the theory of and operations with groups, rings and fields.
Students work with advanced algebraic structures and explain how
these manifest themselves within the algebra studied in introductory
and pre-college mathematics courses.
Real and Complex Analysis. Students explain the
underlying set, operations and fundamental axioms that yield the
structure of the real and complex number system. Students apply
analytic techniques to real-world problems. Students give a rigorous
mathematical explanation of the development of calculus from first
axioms.
Area of Concentration Competency. Students
demonstrate depth in a chosen area of mathematics by completing an
appropriate sequence of learning experiences.
MLO 2: Service to the Community
Students demonstrate the ability to combine disciplinary knowledge and
community experiences to share the relevance and importance of
mathematics with culturally, linguistically, technologically and
economically diverse populations in the context of issues of social
responsibility, justice, diversity and compassion.
MLO 3: Problem Solving
Students demonstrate the ability to: (a) place mathematical problems
in context and explore their relationship with other problems; (b)
solve problems using multiple methods and analyze and evaluate the
efficiency of the different methods; (c) generalize solutions where
appropriate and justify conclusions; and (d) use appropriate
technologies to conduct investigations, make conjectures and solve
problems.
MLO 4: Mathematics as Communication
Students demonstrate the ability to: (a) articulate mathematical ideas
verbally and in writing, using appropriate terminology; (b) present
mathematical explanations suitable to a variety of audiences with
differing levels of mathematical knowledge; (c) analyze and evaluate
the mathematical thinking and strategies of others; (d) use clarifying
and extending questions to learn and communicate mathematical ideas;
and (e) use models, charts, graphs, tables, figures, equations and
appropriate technologies to present mathematical ideas and concepts.
MLO 5: Mathematical Reasoning
Students demonstrate the ability to: (a) reason both deductively and
inductively; (b) formulate and test conjectures, construct
counter-examples, make valid arguments and judge the validity of
mathematical arguments; and (c) present informal and formal proofs in
oral and written formats.
MLO 6: Mathematical Connections
Students demonstrate the ability to: (a) investigate ways mathematical
topics are interrelated; (b) apply mathematical thinking and modeling
to solve problems that arise in other disciplines; (c) illustrate,
when possible, abstract mathematical concepts using applications; (d)
recognize how a given mathematical model can represent a variety of
situations; (e) create a variety of models to represent a single
situation; and (f) understand the interconnectedness of topics in
mathematics from a historical perspective.
MLO 7: Technology
Students demonstrate the ability to: (a) analyze, compare and evaluate
the appropriateness of technological tools and their uses in
mathematics; (b) use technological tools such as computers,
calculators, graphing utilities, video and other interactive programs
to learn concepts, explore new theories, conduct investigations, make
conjectures and solve problems; and (c) model problem situations and
solutions, and develop algorithms (including computer programming).
These pathways are examples of how you might complete all the
requirements for your degree in an order that makes sense given
prerequisites. They are meant to give you a general sense of what your
education will look like.
Your own unique situation and a number of other factors may mean your
actual pathway is different. Perhaps you'll need an extra math or
language class, or one of the courses we've listed isn't
offered in a particular semester. Don't worry - there is
flexibility built into the curriculum. You'll want to work
closely with an advisor and use the academic advisement report to take
all that into account and develop a pathway that's customized for
you.
In the meantime, use this example as a starting point for choosing
classes or discussing your plans with an advisor. Your advisor is your
best resource when it comes to figuring out how to fit all the courses
you need, in the right sequence, into your personal academic plan.
Fall Freshman
* This FYS class is just an example. The FYS class you choose might
meet a different GE area, so you would have to adjust your actual
pathway accordingly.
Spring Freshman
Fall Sophomore
Spring Sophomore
*This is one possible choice for a lower divsion service learning
course. If you choose another course be sure that the D1
requirement is still met by the course or another GE course.
Fall Junior
Spring Junior
Fall Senior
Spring Senior
Fall Junior
Spring Junior
Fall Senior
Spring Senior
Fall Freshman
* This FYS class is just an example. The FYS class you choose might
meet a different GE area, so you would have to adjust your actual
pathway accordingly.
Spring Freshman
Fall Sophomore
Spring Sophomore
*This is one possible choice for a lower divsion service learning
course. If you choose another course be sure that the D1
requirement is still met by the course or another GE course.