Senate Document Number 1901S

Date of Senate Approval 02/08/01

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Statement of Faculty Senate Action:

APC DOCUMENT 10:   Catalog Changes in Mathematics

Effective Date: Fall 2001

I. Changes in course description of Math 155

DELETE (Page 167 Course Description for Math 155)
A variety of traditional and nontraditional topics ... and number systems. Fall and Spring.

ADD (in lieu of previous description)
Topics from symbolic logic, set theory, plane and solid geometry, fractals, probability, statistics, mathematical modeling, theories of voting, network theory, mathematics in art and music, and financial mathematics are explored with an emphasis on problem solving using scientific calculators and computer spreadsheets. Fall and Spring.

IMPACT STATEMENT: None foreseen.

RATIONALE:
The new description reflects the current content of the course more precisely than the previous one. It is hoped that its wording will dispel any notion that this course is a remedial class.

DELETE (Page 167)
Delete the entire course descriptions including title of Math 157 Structures of Mathematics.

ADD (Page 168, after description of MATH 192)

Math 211 - Structure of Mathematics I (3)
An intuitive development of the real number system emphasizing problem solving, set theory, arithmetic properties of the real numbers, topics from number theory, and basic algebraic structures. This course is designed for elementary licensure students. Prerequisite: 30 semester hours (sophomore standing). Corequisite: Math 212. Fall and Spring.

Math 212 - Structure of Mathematics I: Laboratory and Field Experience (1)
Laboratory experiences designed to address how children learn mathematics. Field experience in the elementary schools is included. The activities parallel the topics addressed in Math 211. Corequisite: Math 211. Fall and Spring.

Math 215 - Structure of Mathematics II (3)
A continuation of Math 211. A study of topics from descriptive statistics, probability, and an intuitive and deductive study of geometry, including points, lines, planes, curves, surfaces, parallelism and similarity; linear, angular, area and volume measurement. Prerequisite: Math 211. Corequisite Math 216. Fall and Spring.

Math 216 - Structure of Mathematics II: Laboratory and Field Experience (1)
Laboratory Experiences designed to address how children learn mathematics. Field experience in the elementary schools is included. The activities parallel the topics addressed in Math 215. Corequisite Math 215. Fall and Spring.

IMPACT STATEMENT: The new configuration will reduce the total course requirements by two hours for students in the teacher licensure program for elementary school teachers. A secondary impact in that the classes will no longer be open to first semester freshmen.

Two courses Math 158 and Educ 340 will eventually discontinued. Both of these courses will be offered for the last time in the 2001/2002 academic year.

RATIONALE
Currently, to satisfy the mathematical components of the licensure program, students seeking Elementary Licensure must take Math 157 (3 cr. Hrs.), Math 158 (3 cr.hrs.), and Educ 340 (4 cr.hrs). Math 157 and 158 cover mathematical content. Educ 340 covers methods of teaching mathematics to elementary students and a field experience in elementary classrooms

The new arrangement of the courses will allow students to learn mathematical concepts and mathematical teaching methodologies concurrently. What was previously Educ 340 now will be the laboratory components, Math 212 and Math 216, to the Structure of Mathematics I & II courses.

Separate listings for the content courses and the methods laboratories allow flexibility in evaluating a student's transcript and prescribing needed coursework. For example, we often have a student enter the elementary licensure program with 4-8 semester hours of mathematics. If it is felt that the student has demonstrated mastery of the concepts, (s)he could enroll in the methods laboratory section(s) as needed.

Additional Changes:
DELETE (page 44, under Mathematics requirement)
Students may also elect to take the two-course sequence ... mathematics requirement.

ADD (page 44, in lieu of the previous sentence)
Students may also elect to take the two-course sequence MATH 211- 215 to complete the General Education mathematics requirement.

III. Changes in required courses for the Pure Mathematics Concentration

DELETE (page 165, under concentration in Pure Mathematics, last sentence of item I.)
"These latter hours must include either: one from the MATH 366, 462, 492; or the sequence STAT 425-426."

ADD (page 165, in lieu of the previous sentence)
"These latter hours must include one from MATH 366, 462, 492."

IMPACT STATEMENT - No major impact foreseen.

RATIONALE
In the present mathematics curriculum all majors are required to take a two-course sequence in an area of specialization. Several choices are available. The above change reflects a restructuring in the curriculum options for this sequence. Students choosing a Concentration in Pure Mathematics are encouraged to take courses which are best suited to prepare them for graduate school in Theoretical Mathematics. This proposal requires these students to take a two-course sequence in a traditional "pure" mathematics topic. The Stat 425-426 choice is thereby eliminated. The removal of this option will have little impact on the program since students in pure mathematics have seldom elected to take Probability Theory as an area of specialization.

IV. Changes in required courses for the Applied Mathematics Concentration

DELETE (page 166, top of page, item I.)
"Required courses in the major - 38-39 hours, including MATH 191, 192, 280, 291, 352, 365, 381, 491; STAT 225 or 425; and an additional nine hours in Mathematics or Statistics courses numbered above 300. These latter hours must include either MATH 366 or 492; or one of the following sequences: MATH 461-462; STAT 425-426."

ADD (page 166, in lieu of previous statement.)
"Required courses in the major - 38-39 hours, including MATH 191, 192, 280, 291, 352, 365, 381, 394, 480; MATH 461 or 491; STAT 225 or 425; and an additional six hours in Mathematics or Statistics courses numbered above 300. These latter hours must include either MATH 366, 395; or the sequence: STAT 425-426."

IMPACT STATEMENT
Slight enrollment changes in the affected courses. No changes in number of course offerings expected, but some changes in the timing of course offerings are expected

RATIONALE
Two changes are reflected in this proposal. First MATH 394 was added as a required course, because it is fundamental to mathematical applications.

The second change mirrors the modifications to the Pure Mathematics Concentration. The choices for the sequence are now ones that better prepare students for an industrial career or a graduate program in an area of applied mathematics. The theoretical courses MATH 462 and 492 are no longer options for students in this concentration. The reason MATH 395, Partial Differential Equations, was added is that it is a logical follow up course to MATH 394.

V. Changes in concentration for "Mathematics with Teacher Licensure"

DELETE (page 166, under Mathematics with Teacher Licensure, items I & II)
"I. Required courses in the major - 39 hours, including MATH 191, 192, 280, 291, 332, 365, 381, 461, 480; 491; STAT 225; and an additional nine hours in Mathematics or Statistics courses numbered above 300. These latter hours must include either MATH 366, 462, 492; or the sequence: STAT 425-426."

"II. Required courses outside the major - 11 hours, consisting of CSCI 201; and either CHEM 111, 132 and 144; or PHYS 221 and 222."

ADD (page 166, in lieu of previous statement.)
I. Required courses in the major - 39 hours, including MATH 191, 192, 251, 280, 291, 332, 365, 381, 480; STAT 225; two courses from: MATH 394, 461 or 491; and an additional three hours in Mathematics or Statistics courses numbered above 300.

II. Required courses outside the major - 31 hours, consisting of CSCI 201; PSYC 101, 318; and EDUC 310, 314, 383, 396, 455 496. Please see the Education curriculum for more detail.

IMPACT STATEMENT - The number of required hours is reduced by 8.

RATIONALE
ITEM I: The present list of required courses does not cover many mathematical topics that the state of North Carolina would like to see in a educational program for teachers. Specifically it fails to cover many areas of applied mathematics. Math 251, Discrete Mathematics, is a mathematical subject that is taught in high schools with increasing frequency. This year one student must student teach such a class, and he is faced with teaching material he has never been taught before. We hope not to have this happen again. Math 394, Differential Equations, was added as an option to allow more flexibility to the program. The choose-two-of-the-three-from-list allows students seeking licensure to either mirror the applied or the pure mathematics concentration. The course that was dropped from this curriculum was the second course of a Mathematics sequence. In lieu of a sequence the department recognizes the educational value of students doing a teaching internship, Educ 455 / 496. This modification to the program reflects suggestions for improvements made during the departmental review in 1998.

ITEM II: This entry states clearly what the requirements for this concentration are, and should help students organize their plan of study better. Since UNCA has a 8 hour science requirement in its general education program, and since the other math concentrations only have a limited course requirement, the specific science requirement was dropped. Although other licensure programs do not list the required education courses under their guidelines, the consensus of the Mathematics department was that it was important to present the requirements of this concentration as clearly as possible. The new catalog entry will simplify advising, and reduce the number of misconceptions as to course requirements and number of hours needed to graduate. Students in this track have very few if any

Changes in course offerings.
The following courses will now need to be taught at different times to make them more accessible to students.

Change time of course offering (page 170 under STAT 225, last words)

DELETE "Spring"

ADD Fall and Spring.

Change time of course offering (page 168 under MATH 332, last words)

DELETE "Even years Spring"

ADD Odd years Fall.

Change time of course offering (page 168 under MATH 341, last words)

DELETE "Odd years Fall"

ADD Even years Spring.

Change time of course offering (page 168 under MATH 366, last words)

DELETE "Even years Spring"

ADD Odd years Spring.

DELETE "Odd years Spring"

ADD Even years Spring.

IMPACT STATEMENT:
No additional resources needed. (Number of STAT 185 sections will be reduced from 6 to 5 in the fall semester to make room for STAT 225.)

RATIONALE:
The new scheduling should make courses better accessible to students without changing our resource needs.

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