Program Description

To paraphrase Galileo, "Mathematics is the language in which the laws of nature are written" and the laws of society and economics as well. In recent years, applications of mathematics have expanded far beyond the traditional boundaries of physics, chemistry, and engineering. Biologists, sociologists, economists, psychologists, and even historians and lawyers have reached out to mathematicians in their quest for indisputable conclusions and novel methods of investigation. Thus, pure and applied mathematicians are and always will be in demand.

Grayson College offers an Associate of Science Degree in Mathematics at Grayson College as part of the Science and Technology Career Pathway. This program opens the door to an attractive future for students who want to prepare for careers in fields requiring a solid background in quantitative analysis, transfer to university, or to teach mathematics at various levels. The Associate of Science Degree requires that TSI requirements are met.

Program Mission Statement

The Department of Mathematics seeks to ensure that all students are given a basic understanding of mathematical reasoning and some experience of its application. More advanced techniques and interpretative skills are taught to those whose chosen disciplines require them. The Mathematics Department offers courses of study that initiate students into the active practice and use of mathematics. Mathematics majors are provided with the background necessary to pursue careers in industry, to teach in the secondary schools, or to succeed in further study.

Program Philosophy

It is the belief of the Mathematics staff of Grayson College that mathematics is one of the fundamental skills of learning. The basics of mathematics, along with other essential communication skills, are ingredients that cannot be excluded from any student's formal training. We recognize qualitative literacy as being necessary for survival in a rapidly changing technological society. It is therefore agreed that despite the differences that exist in learning potential or individual student's achievement, there are certain common goals for all students in mathematics: the development of problem-solving and critical thinking skills; the facility to analyze data, make quantitative and qualitative comparisons, identify trends, and make valid conclusions and predictions; the capacity to make estimates and recognize reasonable results. We regard the skills of mathematics as part of being an educated person and critical to academic training and employment. Furthermore, we consider cooperation with the community, industry, and those in higher education essential in the development and delivery of a mathematics program which effectively educates our citizens and communicates the need for this education to all.