Mathematics BS
Program Purpose
As the language of science, mathematics pervades modern life. It is present in technological advances as diverse as computers, automobiles, space travel, music CD's, communications, transportation, genealogy, food preparation, and all other products of modern science. In addition to its practicality, mathematics involves fundamental ways of thinking about and examining truth. The reasoning necessary to succeed in mathematics provides an important way of examining the universe and discerning truth from falsehood.
The purpose of the BS degree in Mathematics at BYU is to produce mathematicians who have a vision of mathematics, including its usefulness in technology, and who have learned to reason mathematically in their search for truth. The BS in mathematics develops students' basic knowledge of the core areas of mathematics, together with their ability to use mathematical tools to solve problems, both in mathematics and in related fields. It also develops skills for life-long learning, and provides a challenging university experience consistent with the mission and aims of Brigham Young University.
The department also prepares students to use their mathematical talents in future endeavors: either in employment in business, industry, and government, or in graduate work in professional or academic programs.
Curricular Structure
- For MAP and catalog description, click on links below.
- Co-curricular activities: We have no required activities other than the coursework described in the catalog, but our upper-level students are encouraged to work in the Math Lab, which gives them valuable experience learning to communicate mathematics effectively (as in goal 2). We also offer an undergraduate research experience to many of our students.
Program Purpose
Learning Outcomes
Mathematics Fundamentals
Demonstrate basic mathematical understanding and computational skills in calculus, linear algebra, and differential equations.
Explain and critique mathematical reasoning through speaking and writing in a precise and articulate manner.
Demonstrate understanding of mid-level undergraduate mathematics including abstract algebra, complex analysis, and advanced calculus.
Demonstrate a breadth and depth of knowledge in a coherent group of advanced mathematical topics.
Evidence of Learning
Learning and Teaching Assessment and Improvement
The data collected by the department is stored in the department office and is used at several levels within the department to improve our program. It is made available to the individual instructors, so that they can use it to make informed changes in their teaching. It is also used by the curriculum committee, both to evaluate the effectiveness of our program, and to suggest changes to increase the effectiveness of our teaching. Examples of past changes include the restructuring of the topology sequence and the creation of honors sections of linear algebra. Any major changes suggested are voted on by the department as a whole before being implemented. Finally, the data collected are used by the department chair and planning committee to measure the quality of the program and direct long term changes in the direction of the department.
Evaluations of the learning outcomes are done on an annual basis. Darrin Doud is the faculty member responsible for these evaluations.
For further information, the Math BS Program Analysis & Appraisal is available in MS Word format by clicking the link below.
Program Analysis & Appraisal Document