Mathematics is one of the most precise and versatile human languages.
With it, mathematical scientists have described and understood complex physical phenomena, supported the infrastructure of the internet era, optimized production in industrial processes, and cultivated the creativity of young minds. As a language, together with its axiomatic underpinnings, mathematics is also a muchexplored structure in itself. In recent decades, the boundary between pure and applied mathematics has dissolved, and training in both is important for every mathematician. The 21st century, with its growing importance of big data and computation, offers many opportunities to mathematicians.
Degree Requirements
The Department of Mathematics and Statistics offers a B.A. / B.S. degree in Mathematics and minors in Mathematics or in Computer and Computational Mathematics. Mathematics Education courses are also available.
For guidance on course selection, talk to the Math Undergraduate Advisor.

 Click here for detailed requirements for the Major in Mathematics.
 All students must complete the basic curriculum of MATH 115, 116, 215, 216, 227, and 300. MATH 300 was formerly classified as MATH 200 and is not required for the Mathematics/Computer Science dual degree.
 One of CCM 172 or CIS/CCM 150.
 You must also take 24 credits of approved courses numbered higher than MATH 300. For degree plans and course requirements, either contact the Math & Stat Undergraduate Advisor or consult CASL Advising and Records.
 You must also take 6 credits in cognate courses (courses outside of Mathematics) that you select from a specified list of courses in subjects like Statistics, Physics, Computer & Information Science, Computer & Computational Mathematics, Philosophy, Mechanical Engineering, Electrical & Computer Engineering, or Industrial and Manufacturing Systems Engineering. See CASL Advising and Records or speak to the Math & Stat advisor for specific courses.

 A minor in the College of Arts, Sciences, and Letters consists of four upperlevel courses (12 hours approved courses numbered MATH 300 or higher) for the major in a given discipline. A student must also fulfill all prerequisite courses for the elected upperlevel courses. Math Education courses for teachers do not count for the Mathematics minor.
 You must have at least a 2.0 grade point average for the 12 hours of upperdivision Mathematics courses.
 There are restrictions on how many transfer credits, internships, or “S/E” courses can be used to fulfill the 12 credit requirement. (see CASL Advising and Records or speak to Math & Stat advisor for specifics)
 Minors are NOT automatically granted. You must petition for recognition of a minor upon completion of the required coursework. Petition forms are available at the CASL Advising office.

The courses in Computer and Computational Mathematics (CCM) develop skills in applying mathematical algorithms and scientific computing in real world situations. The minor consists of 12 hours of upperlevel credit in courses specifically selected as CCM courses.
Note: CCM courses are crosslisted with MATH or CIS courses. To earn the CCM minor, students have to enroll in the CCM versions of the courses.

The Mathematics for Finance Certificate provides students, with a strong mathematical background, the opportunity to gain the skills and knowledge to apply mathematics in solving problems arising in economics, finance and risk management.

The following certificates in Mathematics Education are offered through the College of Education, Health, & Human Services.
The Mathematics Education Team in the Department of Mathematics and Statistics supports K12 mathematics learning of preservice teachers who are interested in earning elementary or secondary teaching certification. For future teachers, We offer courses in mathematics content and methods. For inservice teachers, we offer courses at the masters and doctoral levels as well as professional development programs. The Mathematics content courses are designed to support teachers in understanding deeply the mathematics they need for teaching. An inquiry format is used with course activities that
• center on challenging problems around significant mathematics
• are solved by students independently or collaboratively
• use language, representations, logic, symbols, and previously established meanings and concepts
• are shared publicly
• are mined for their mathematical concepts, processes, and relationships.
Many of the course materials are adaptations of school based curricula, problems developed for research, and tasks inspired by the thinking of former students. In Mathematics methods courses future teachers focus on the mathematics in a task, the student thinking that might arise including misconceptions, responses to support student reasoning, and assessment to gauge student learning.Future elementary or secondary teachers teachers majoring or minoring in mathematics are encouraged to see Dr. Krebs to help with course selection and sequence.
Dr. CengizPhillips is pleased to meet and advise students interested in the MA in education with a specialty in mathematics. Practicing teachers interested in a Masters degree in Education (M.A. Ed.) specializing in mathematics should check the following sites:
For elementary or secondary teachers already endorsed in mathematics: Mathematics Education Enhancement and Leadership.
For elementary teachers seeking endorsement to teach mathematics through grade 8: Mathematics Endorsement.

 Increase students’ command of problemsolving tools and facility in using problemsolving strategies, through classroom exposure and through experience with problems within and outside mathematics.
 Problemsolving tools include:
 The ability to reason.
 The ability to make connections.
 An understanding of mathematical structure.
 Problemsolving strategies are numerous and, in some cases, specific to particular subject areas or to certain levels of mathematics courses.
 Problemsolving tools include:
 Increase students’ ability to communicate and work cooperatively.
 Communication in mathematics includes the ability to express mathematical ideas both orally and in writing, as well as to read written presentations of mathematics with understanding. The ability to work cooperatively is fostered by experience in working to solve problems or complete projects as a part of a team.
 Communication in mathematics includes the ability to express mathematical ideas both orally and in writing, as well as to read written presentations of mathematics with understanding. The ability to work cooperatively is fostered by experience in working to solve problems or complete projects as a part of a team.
 Increase students’ ability to use technology and to learn from the use of technology, including improving their ability to make calculations and appropriate decisions about the type of calculations to make.
 Using technology includes experience in using computer mathematics software. Skill in dealing with calculations includes such issues as distinguishing between approximate and exact answers, and determining bounds on error for approximate answers.
 Using technology includes experience in using computer mathematics software. Skill in dealing with calculations includes such issues as distinguishing between approximate and exact answers, and determining bounds on error for approximate answers.
 Increase students’ knowledge of the history and nature of mathematics. Provide students with an understanding of how mathematics is done and learned so that students become selfreliant learners and effective users of mathematics.
 Knowledge of the history and nature of mathematics includes an awareness of how and why mathematics was invented throughout human history and continues to be in our own time. An understanding of how mathematics is done and learned is a crucial part of the development of any student of mathematics, affecting the attitude that the individual brings to the application of mathematics or to the independent learning of new mathematics.
 Increase students’ command of problemsolving tools and facility in using problemsolving strategies, through classroom exposure and through experience with problems within and outside mathematics.
Student Clubs and Organizations
Mathematics students may also join other clubs and organizations across CASL or campus.

Pi Mu Epsilon, Inc (PME), is the National Mathematics Honor Society. Founded on May 25, 1914 at Syracuse University, PME currently has over 300 chapters at colleges and universities throughout the United States. The purpose of the Society is to promote scholarly activity in mathematics among the students in academic institutions.
Faculty Contact:
Kelly Jabbusch
Director of Pi Mu Epsilon
University of Michigan – Dearborn
4901 Evergreen Road
Dearborn, MI 481282406
(313) 5935368
jabbusch@umich.edu 
Open to all Math students, this is a great way to become more involved in activities with other students who are also interested in Mathematics. For events, check the department calendar or see flyers around the department. Math majors automatically receive email notification of events. Professor Fiore is the faculty contact.