Division I Chair: M. Saderholm

Program Chair: J. Blackburn-Lynch

Faculty: K. Barnard, J. Blackburn-Lynch, M. Blackburn, S. Bolster, L. Gratton, B. Kelly, J. Pearce, J. Rector, and T. Thesing


Courses: MAT Courses

Major/Minor Requirements: Mathematics B.A.

Berea’s Mathematics Program is well-known for its caring faculty and strong programs. The Program offers a major in Mathematics. The Program also supports students in a variety of ways outside of its traditional classroom programs. Each year, many Mathematics students are placed in a wide variety of research and Internship programs. Through the College Labor Program, prospective mathematics teachers are provided opportunities to develop skills in working one-on-one with students in the Developmental Mathematics classroom setting. The Program also regularly invites outside speakers and arranges for students to visit mathematical conferences and sites.

Please see the section on General Education requirements in this publication for information on the role of MAT 011 and MAT 012 in the first-year requirements. Placement in or waiver of MAT 010, MAT 011, or MAT 012 is based on test scores or transfer work.

The Mathematics major at Berea College is designed to challenge students to grow in mathematical maturity through opportunities to engage in:

  • Broad, sequential learning experiences;
  • Exploration of individual interests;
  • In-depth courses of study;
  • Rigorous mathematical reasoning;
  • Written and oral communication; and
  • Problem-solving activities.

Upon successful completion of the major, students will be able to:

  • Recall and explain fundamental mathematical concepts and procedures;
  • Apply concepts and procedures and interpret results within a given context;
  • Generalize mathematical results from the particular to the abstract;
  • Compare different mathematical methods and models used to describe a problem;
  • Devise multi-step solutions and explain the order and importance of each step;
  • Formulate a mathematical argument based on sound logical reasoning; 
  • Assess the quality of a mathematical argument based on accepted criteria; and
  • Communicate complex mathematical ideas in a clear and professional manner.  

Mathematics Education Majors

Students will seek out, explore and participate in on and off campus opportunities (courses, conferences, field experiences, speakers, and summer initiatives like Berea Counts and Upward Bound) that demonstrate the expectations for and careers in mathematics teaching.

Students will actively and fully engage in professional methods courses and opportunities in schools and with appropriate age children.

In particular, students will: 

Develop an overarching view of mathematics;

  • Familiarize themselves with National, State, and professional standards for teaching mathematics;
  • Be knowledgeable of research in mathematics teaching and learning and their implications for the classroom instruction;
  • Be knowledgeable of methods, materials and resources available for teaching mathematics;
  • Be able to evaluate, revise, and develop mathematics lessons that meet the professional standards in mathematics education;
  • Prepare themselves for the National certification exams;
  • Seriously engage the concepts, processes, and structure of the required mathematics coursework with an expectation of their own responsibility to be knowledgeable and competent to explain, exemplify and engage their future students in mathematics discourse; and
  • Develop a positive, joyous, and dedicated disposition towards teaching and learning both for themselves and their future students.

Mathematics Program Student Learning Outcomes

Learning Outcome 1: Application

Apply concepts and procedures of mathematics.
Learning Outcome 2: Generalization

Generalize mathematical results from the particular to the abstract.
Learning Outcome 3: Modeling

Formulate a mathematical model to describe a problem.
Learning Outcome 4: Proofs

Develop and write a mathematical proof.
Learning Outcome 5: Assessing mathematical arguments or models

Assess the quality of a mathematical argument or model based on suitable criteria
Learning Outcome 6: Communicating mathematical ideas

Communicate complex mathematical ideas in a clear and professional manner.

Mathematics Course Sequencing Table:

Please be aware that the table below represents current planning and is subject to change based on faculty availability and student interest.  It is not meant to represent any guarantee to the student that the courses will be offered in the term in which they are currently planned.

CourseFall 17Spr 18Fall 18Spr 19Fall 19Spr 20Fall 20Spr 21
MAT 010X X X   
MAT 101        
MAT 201X X X   
MAT 202 X X X  
MAT 203        
MAT 214 Xx x   
MAT 308        
MAT 311  X     
MAT 312X   X   
MAT 315X  x x  
MAT 321   X    
MAT 330 X X X  
MAT 415X X X   
MAT 426X X X   
MAT 432 X   X  
MAT 433 X   X  
MAT 434X   X   
MAT 435        
MAT 436        
MAT 437X X X   
MAT 438   X    
MAT 492 X X X 

MAT 101, MAT 108, MAT 435, and MAT 436 are offered as student interests and faculty availability indicate.