Where Should a
Student Begin in Math?
MATH 122 University Calculus I (CCC
Mathematics/Quantitative Reasoning)
Placement: the student should have
passed 4 years of college-preparatory mathematics in high school, with a B or
better in the 4th-year course and an 85 or better on the NYS Regents
Course B, or should have passed MATH 106 (or equivalent).
Intended audience: students majoring in mathematics, science,
cooperative engineering or computer science.
This is also an excellent course for students with a good mathematics
background and an interest in mathematics.
MATH 120 Survey of Calculus I (CCC
Mathematics/Quantitative Reasoning)
Placement: the student should
have passed 4 years of college-preparatory mathematics in high school, with an
85 or better on NYS Regents Course B, or should have passed MATH 105 with a C+
or better.
Intended audience: students majoring in business administration,
social science, biology, or computer science.
This course covers much of the same material as MATH 122 but not in as
much depth. Also, there is more
emphasis on business applications than in MATH 122. Note that students who take this course and later decide to switch
to a major requiring MATH 122 will need to take an additional course. Good mathematics students should take MATH
122.
Credit will not be
given for both MATH 120 and MATH 122.
MATH 110 Mathematics in Action (CCC Mathematics/Quantitative Reasoning)
Placement: the student should
have passed NYS Regents Course B or MATH 104.
Intended audience: This course was designed for the College Core Curriculum. It is an excellent course for students in the arts or humanities who wish to explore some useful quantitative concepts but do not plan to take additional mathematics courses. For majors in Early Childhood or Childhood Education, MATH 110 (or MATH 117) satisfies one of the requirements in the Mathematics Concentration. The course examines topics not generally covered in high school such as design of street networks, planning and scheduling, voting systems, and measuring populations.
Intended audience: students
majoring in business administration or social science. Topics will be selected from systems of
equations, matrix algebra, inequalities and linear programming, probability,
games and decisions, and Markov chains.
This course includes applications to biology, business, economics and
the mathematics of finance.
STAT 150 Statistical Ideas (CCC
Mathematics/Quantitative Reasoning)
Placement: the student should have passed NYS Regents Course B or should
have passed MATH 104.
Intended audience: The purpose of this course is to introduce
students to the field of statistics, to examine the role that it plays in our
lives, and to help students avoid being hoodwinked by the misuse of
statistics. This course was designed
for the College Core Curriculum. The
emphasis will be on data and concepts rather than on calculations and
mathematical theory.
Intended audience: This course is designed to introduce students to the use of statistical techniques in business, economics, education, and the social sciences.
STAT 250 Statistics for Scientists (CCC
Mathematics/Quantitative Reasoning)
Placement: the student should have passed NYS Regents
Course B or should have passed MATH 104.
Intended Audience: This course is designed for students
majoring in Biology, Chemistry, Geosciences or Physics and emphasizes uses of
statistics in the natural sciences. Topics will include descriptive statistics,
data collection, probability distributions, confidence intervals, hypothesis
testing, regression and analysis of variance.
The course will include use of analytical labs and statistical computer
packages.
Intended audience: students who wish to learn about the nature of mathematics and what mathematicians do. For majors in Early Childhood or Childhood Education, MATH 117 (or MATH 110) satisfies one of the requirements in the Mathematics Concentration. There is an emphasis in the course on concepts and ideas, and their historical development, rather than on calculations.
Intended audience: Students are required to have passed NYS Regents Course B or MATH 104 to take a course in Category 2 Mathematics/Quantitative Reasoning of the CCC.
Catalog Description: Sequences and difference equations; models of growth, including linear, quadratic, geometric, and logistic growth models; linear regression; other growth and regression models and an introduction to chaos as time permits. The course uses elementary mathematical models as a vehicle for developing the students algebraic, geometric, and problem-solving abilities.
Intended audience: for students who need additional preparation for calculus. Specifically, this course is designed to prepare students to take MATH 122 University Calculus. It will review algebra, and cover solving inequalities, algebraic and transcendental functions, trigonometry, analytic geometry, applications, and computational technology.
Note: MATH 106 is not a CCC course.
MATH 105 Survey of
Precalculus (This course does not fulfill a CCC requirement.)
Placement: the student should have passed NYS Regents Course II
or NYS Regents Course A.
Intended audience: for students who plan to take MATH 120 Survey of Calculus I but need additional preparation; in particular, for those who took NYS Regents Course B but scored less than 75 on the Regents exam. This course will review algebra and geometry, and cover algebraic, exponential, and logarithmic functions, transformations and combinations of functions, solving inequalities and systems of equations, and computational technology.
Note: MATH 105 is not a CCC course.
Contact Nancy Boynton (673-3243,
nancy.boynton@fredonia.edu) with questions.
Revised: May 2006.