Mathematics BS Applied and Computational Mathematics
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.
Additionally, the Applied and Computational Emphasis supplements the regular Mathematics Major with
- A modernized curriculum that cuts through the jargon of various disciplines and develops a foundational core in mathematics, statistics, and computation.
- Horizontal integration across multiple quantitative disciplines, giving students a broad exposure to several interdisciplinary fields through classes and laboratories, while allowing each student to have a primary area of specialization of their choice.
- Teamwork, the ability to communicate effectively and to work effectively in teams.
- Valuable networking opportunities with scholars and industry leaders who visit the university and participate in the program's seminars and group discussions.
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, and advanced calculus.
Explain and criticize mathematical reasoning through speaking and writing in a precise and articulate manner.
Demonstrate a knowledge of inference, estimation, regression, multivariable statistics, Bayesian statistics, time-series analysis, and state-space modeling.
Demonstrate understanding of linear and nonlinear analysis, the analysis of algorithms, combinatorics, asymptotic methods, approximation theory, transform theory, optimization, dynamic programming, probability theory, stochastic processes, differential equations, dynamical systems and optimal control theory.
Demonstrate facility in computer programming, data processing, databases, numerical simulation, scientific visualization, and virtual experimentation. Write, compile and execute numerical algorithms in a low-level language, such as C/C++, as well as develop I/O wrappers for standard numerical libraries in a common scripting language, such as Python.
Demonstrate the ability to use the technologies for parallel and distributed computing.
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.