**Elementary Courses.** In order to accommodate
diverse backgrounds and interests, several course options are
available to beginning mathematics students. All courses require three years of high school mathematics; four years are strongly
recommended and more information is given for some individual
courses below. Students with College Board * Advanced Placement *
credit and anyone planning to enroll in an upper-level class should
consider one of the Honors sequences and discuss the options with
a mathematics advisor.

Students who need additional preparation for calculus are tentatively identified by a combination of the math placement test (given during orientation), college admissions test scores (SAT or ACT), and high school grade point average. Academic advisors will discuss this placement information with each student and refer students to a special mathematics advisor when necessary.

Two courses preparatory to the calculus, Math 105/106 and Math 109/110, are offered in pairs: a lecture-recitation format and a self-study version of the same material through the Math Lab. Math 105/106 is a course in college algebra and trigonometry with an emphasis on functions and graphs. Math 109/110 is a half-term course for students with all the necessary prerequisites for calculus who are unable to complete a first calculus course successfully. A maximum total of 4 credits may be earned in courses numbered 110 and below. Math 101 and 103 are offered exclusively in the Summer half-term for students in the Summer Bridge Program.

Math 127 and 128 are courses containing selected topics from geometry and number theory, respectively. They are intended for students who want exposure to mathematical culture and mathematical thinking through a single course. They are neither prerequisite nor preparation for any further course.

Each of Math 112, 113, 115, 185, and 195 is a first course
in calculus and generally credit can be received for only one
course from this list. Math 112 is designed for students of business
and the social sciences who require only one term of calculus.
It neither presupposes nor covers any trigonometry. The sequence
Math 113-114 is intended for students of the life sciences who
require only one year of calculus. The sequence Math 115-116-215
is appropriate for most students who want a complete introduction
to calculus. Math 118 is an alternative to Math 116 intended for
students of the social sciences who do not intend to continue
to Math 215. Math 215 is prerequisite to most more advanced courses
in Mathematics. Math 112 and Math 113-114 * do not provide preparation
for any subsequent course. *Math 113 * does not provide
preparation for Math 116 or 118. *

Students planning a career in medicine should note that some medical
schools require a course in calculus. Generally any of 112, 113, or 115 will satisfy this requirement, although most science concentrations
require at least a year of calculus. Math 112 is accepted by the
School of Business Administration, but Math 115 is prerequisite
to concentration in Economics and further math courses are strongly
recommended.

The sequences 175-176-285-286, 185-186-285-286, and 195-196-295-296 are Honors sequences. All students must have the permission of an Honors advisor to enroll in any of these courses, but they need not be enrolled in the LS&A Honors Program. All students with strong preparation and interest in mathematics are encouraged to consider these courses; they are both more interesting and more challenging than the standard sequences.

Math 185-186 covers much of the same material as Math 115-215 with more attention to the theory in addition to applications. Most students who take Math 185 have had a high school calculus course, but it is not required. Math 175-176 assumes a knowledge of calculus roughly equivalent to Math 115 and covers a substantial amount of so-called combinatorial mathematics (see course description) as well as calculus-related topics not usually part of the calculus sequence. Math 175 and 176 are taught by the discovery method: students are presented with a great variety of problems and encouraged to experiment in groups using computers. The sequence Math 195-296 provides a rigorous introduction to theoretical mathematics. Proofs are stressed over applications and these courses require a high level of interest and commitment. The student who completes Math 296 is prepared to explore the world of mathematics at the advanced undergraduate and graduate level.

In rare circumstances and * with permission of a Mathematics
advisor * reduced credit may be granted for Math 185 or 195
after one of Math 112, 113, or 115. A list of these and other
cases of reduced credit for courses with overlapping material
is available from the Department. To avoid unexpected reduction
in credit, students should always consult an advisor before switching
from one sequence to another. In all cases, a maximum total of
16 credits may be earned for calculus courses Math 112 through
Math 296, and no credit can be earned for a prerequisite to a
course taken after the course itself.

Students with strong scores on either the AB or BC version
of the College Board * Advanced Placement * exam may be granted
credit and advanced placement in either the regular or Honors
sequences. A table explaining the possibilities is available from
advisors and the Department. The Department encourages strong
students to enter beginning Honors courses in preference to 116
or 215. Other students who have studied calculus in high school
may take a Departmental placement exam during the first week of the Fall term to receive advanced placement * without credit *
in the 115-215 sequence.

Students completing Math 215 may continue either to Math 216
(Introduction to Differential Equations) or to the sequence Math
217-316 (Linear Algebra-Differential Equations). Math 217-316
is * strongly recommended * for all students who intend to
take more advanced courses in mathematics, particularly for those
who may concentrate in mathematics. Math 217 both serves as a
transition to the more theoretical material of advanced courses
and provides the background required for optimal treatment of
differential equations.

More detailed descriptions of undergraduate mathematics courses
and concentration programs are contained in the brochures * Undergraduate
Programs * and * Undergraduate Courses * available from the Mathematics Undergraduate Program Office, 3011 Angell Hall, 763-4223.

NOTE: For most Mathematics courses the Cost of books and materials
is approximately $50 WL:3 for all courses

A * maximum total of 4 credits * may be earned in Mathematics
courses numbered 110 and below. A * maximum total of 16 credits *
may be earned for calculus courses Math 112 through Math 296, and no credit can be earned for a prerequisite to a course taken
after the course itself.

**105. Algebra and Analytic Trigonometry. *** Students
with credit for Math. 103 can elect Math. 105 for only 2 credits.
No credit granted to those who have completed or are enrolled
in Math 106. (4). (Excl). *

This is a course in college algebra and trigonometry with an
emphasis on functions and graphs. Functions covered are linear, quadratic, polynomial, logarithmic, exponential, and trigonometric.
Students completing Math 105/106 are fully prepared for Math 115.
Text: * Algebra and Trigonometry * by Larson and Hostetler, second edition. Math 106 is a self-study version of this course.

**106. Algebra and Analytic Trigonometry (Self-Paced).
*** Students with credit for Math. 103 can elect Math.
106 for only 2 credits. No credit granted to those who have completed
or are enrolled in Math 105. (4). (Excl). *

Self-study version of Math 105. There are no lectures or sections. Students enrolling in Math 106 must visit the Math Lab during the first full week of the term to complete paperwork and to receive course materials. Students study on their own and consult with tutors in the Math Lab whenever needed. Progress is measured by tests following each chapter and by scheduled midterm and final exams. Math 106 students take the same midterm and final exams as Math 105 students. More detailed information is available from the Math Lab.

**109. Pre-Calculus. *** See Elementary
Courses above. No credit granted to those who already
have 4 credits for pre-calculus mathematics courses or who have
completed or are enrolled in Math. 110. (2). (Excl). *

Material covered includes linear, quadratic, and absolute value equations and inequalities; algebra of functions; trignometric identities; functions and graphs: polynomial and rational, trig and inverse trig, exponential and logarithmic; analytic geometry of lines and conic sections. Math 109/110 is offered as a 7-week course in each half of the Fall term for students who despite apparent adequate preparation are unable to complete successfully one of the calculus courses. Math 110 is a self-study version of this course.

**110. Pre-Calculus (Self-Paced). *** See Elementary
Courses above. No credit granted to those who already
have 4 credits for pre-calculus mathematics courses or who have
completed or are enrolled in Math. 109. (2). (Excl). *

Self-study version of Math 109. There are no lectures or sections. Students enrolling in Math 110 must visit the Math Lab during the first full week of the term to complete paperwork and to receive course materials. Students study on their own and consult with tutors in the Math Lab whenever needed. Progress is measured by tests following each chapter and by scheduled midterm and final exams. More detailed information is available from the Math Lab.

**112. Brief Calculus. *** See Elementary
Courses above. Credit is granted for only one course
from among Math. 112, 113, 115, 185 and 195. (4). (N.Excl). *

This is a one-term survey course that provides the basics of
elementary calculus. Emphasis is placed on intuitive understanding
of concepts and not on rigor. Topics include differentiation with
application to curve sketching and maximum-minimum problems, antiderivatives
and definite integrals. Trigonometry is not used. The text has
been Hoffman, * Calculus for the Business, Economics, Social, and Life Sciences, * fourth edition. This course does not mesh
with any of the courses in the other calculus sequences.

**114. Mathematics for Life Sciences II. *** Math.
113. Credit is granted for only one course from among Math. 114, 116, 186, and 196. (4). (N.Excl). *

The material covered includes probability, the calculus of three-dimensions, differential equations and vectors and matrices.

**115. Analytic Geometry and Calculus I. *** See
Elementary Courses above. Credit usually is granted
for only one course from among Math. 112, 113, 115, 185, and 195.
(4). (N.Excl). *

**Background and Goals.**The sequence Math 115-116-215
is the standard complete introduction to the concepts and methods
of calculus. It is taken by the majority of students intending
to concentrate in mathematics, science, or engineering, as well
as students heading for many other fields. The emphasis is on
concepts and solving problems rather than theory and proof. All
sections are given a uniform midterm and final exam. **Content.**
Topics covered include functions and graphs, derivatives, differentiation
of algebraic and trigonometric functions and applications, definite
and indefinite integrals and applications. This corresponds to
Chapters 1-5 of Thomas and Finney. Text: * Calculus and Analytic
Geometry * by Thomas and Finney.

**116. Analytic Geometry and Calculus II. *** Math.
115. Credit is granted for only one course from among Math. 114, 116, 186, and 196. (4). (N.Excl). *

**Background and Goals.** See Math 115. **Content.**
Topics covered include transcendental functions, techniques of
integration, introduction to differential equations, conic sections, and infinite sequences and series. This corresponds to Chapters
6-9 of Thomas and Finney. Text: * Calculus and Analytic Geometry *
by Thomas and Finney.

**128. Explorations in Number Theory. *** High
school mathematics through at least Analytic Geometry. (4). (NS). *

This course is intended for non-science concentrators and students
in the pre-concentration years with no intended concentration, who want to engage in mathematical reasoning without having to
take calculus first. Students will be introduced to elementary
ideas of number theory, an area of mathematics that deals with
properties of the integers. Students will make use of software
provided for IBM PCs to conduct numerical experiments and to make
empirical discoveries. Students will formulate precise conjectures, and in many cases prove them. Thus the students will, as a group, generate a logical development of the subject. After studying
factorizations and greatest common divisors, emphasis will shift
to the patterns that emerge when the integers are classified according
to the remainder produced upon division by some fixed number ('congruences').
Once some basic tools have been established, applications will
be made in several directions. For example, students may derive
a precise parameterization of Pythagorean triples a^{2 }+
b^{2 } = c^{2 }.

**147. Mathematics of Finance. *** Math. 112
or 115. (3). (Excl). *

This course is designed for students who seek an introduction to the mathematical concepts and techniques employed by financial institutions such as banks, insurance companies, and pension funds. Actuarial students, and other mathematics concentrators, should elect Math 424 which covers the same topics but on a more rigorous basis requiring considerable use of the calculus. Topics covered include: various rates of simple and compound interest, present and accumulated values based on these; annuity functions and their application to amortization, sinking funds and bond values; depreciation methods; introduction to life tables, life annuity, and life insurance values. The course is not part of a sequence. Students should possess financial calculators.

**175. Combinatorics and Calculus I. *** Permission
of Honors advisor. (4). (N.Excl). *

**Background and Goals.** This course is an alternative
to Math 185 as an entry to the Honors sequence. The sequence Math
175-176 is a two-term introduction to Combinatorics and Calculus.
The topics are integrated over the two terms although the first
term will stress combinatorics and the second term will stress
calculus. Students are expected to have some previous experience
with the basic concepts and techniques of calculus. The course
stresses discovery as a vehicle for learning. Students will be
required to experiment throughout the course on a range of problems
and will participate each term in a group project. Grades will
be based on homework and projects with a strong emphasis on homework.
Personal computers will be a valuable experimental tool in this
course and students will be asked to learn to program in either
BASIC, PASCAL or FORTRAN. **Content.** There are
two major topic areas: enumeration and graph theory. The section
on enumeration theory will emphasize classical methods for counting
including (1) binomial theorem and its generalizations; (2) solving
recursions; (3) generating functions; and (4) inclusion – exclusion
principle. In the process, we will discuss infinite series. The
section on graph theory will include basic definitions and some
of the more interesting and useful theorems of graph theory. The
emphasis will be on topological results and applications to computer
science and will include (1) connectivity; (2) trees, Prufer codes, and data structures; (3) planar graphs, Euler's foumula and Kuratowski's
Theorem; and (4) coloring graphs, chromatic polynomials, and orientation.
This material has many applications in the field of computer science.
Course pack.

**185. Honors Analytic Geometry and Calculus I. *** Permission
of the Honors advisor. Credit is granted for only one course from
among Math. 112, 113, 115, and 185. (4). (N.Excl). *

**Background and Goals.** The sequence Math 185-186-285-286
is the Honors introduction to the calculus. It is taken by students
intending to concentrate in mathematics, science, or engineering, as well as students heading for many other fields who want a somewhat
more theoretical approach. Although much attention is paid to
concepts and solving problems, the underlying theory and proofs
of important results are also included. This sequence is NOT restricted
to students enrolled in the LS&A Honors Program. **Content.**
Topics covered include functions and graphs, derivatives, differentiation
of algebraic and trigonometric functions and applications, definite
and indefinite integrals and applications. Other topics will be
included at the discretion of the instructor. Recent text(s): * Calculus with Analytic Geometry * by Simmons, 6th ed.

**195. Honors Mathematics I. *** Permission
of the Honors advisor. (4). (N.Excl). *

**Background and Goals.** The sequence Math 195-196-295-296
is a more intensive Honors sequence than 185-186-285-286. The
material includes all of that of the lower sequence and substantially
more. The approach is theoretical, abstract, and rigorous. Students
are expected to learn to understand and construct proofs as well
as do calculations and solve problems. The expected background
is a thorough understanding of high school algebra and trigonometry.
No previous calculus is required, although many students in this
course have had some calculus. Students completing this sequence
will be ready to take advanced undergraduate and beginning graduate
courses. This sequence is NOT restricted to students enrolled
in the LS&A Honors Program. **Content.** Functions
of one variable and their representation by graphs; limits and continuity; derivatives and integrals with applications; parametric
representation; polar coordinates; applications of mathematical
induction. Recent text(s): * Calculus * by Spivak; * Calculus *
(vol. I) by Apostol; * Introduction to Calculus and Analysis *
by Courant and John.

**215. Analytic Geometry and Calculus III. *** Math.
116 or 186. (4). (Excl). *

**Background and Goals.** See Math 115. **Content.**
Topics include vector algebra and vector functions; analytic geometry
of planes, surfaces, and solids; functions of several variables
and partial differentiation; line, surface, and volume integrals
and applications; vector fields and integration; Green's Theorem
and Stokes' Theorem. This corresponds to Chapters 13-19 of Thomas
and Finney. Recent text(s): * Calculus * by Marsden and Weinstein.

**216. Introduction to Differential Equations. *** Math.
215. (4). (Excl). *

**Background and Goals.** This course stresses
use of classical methods to solve restricted classes of differential
equations. Emphasis is on problem solving. There are few new concepts
and no proofs. **Content.** Topics include first-order
differential equations, higher-order linear differential equations
with constant coefficients, linear systems. Recent Text(s): * Differential
Equations * by Sanchez, Allen, and Kyner, 2nd ed.; * Differential
Equations: A First Course * by Guterman and Nitecki.

**217. Linear Algebra. *** Math. 215. (4). (Excl). *

**Background and Goals.** For a student who has
completed the calculus sequence, there are two sequences which
deal with linear algebra and differential equations, 216-417 or
419 and 217-316. For two reasons the second of these is strongly
recommended to prospective mathematics concentrators and others
who have some interest in the theory of mathematics as well as
its applications. First, the order makes more mathematical sense
in that the correct formulation and solution of many of the problems
of elementary differential equations depends on concepts and techniques
from linear algebra. Second, the two courses 217 and 316 are explicitly
designed to introduce the student to both the concepts and applications
of their subjects and to the methods by which the results are
proved. The courses 216 and 417, on the other hand, are concerned
almost exclusively with applications. Therefore the student entering
Math 217 should come with a sincere interest in learning about
proofs. **Content.** The topics covered are systems
of linear equations, matrices, vector spaces (subspaces of R to
n power), linear transformations, determinants, Eigenvectors and diagonalization, and inner products. This corresponds to chapters
1, 2, 5, 6, (7), 8.1-8.6, 3, and (4) of Schneider in that order
(parenthesized chapters are optional). Recent text(s): * Linear
Algebra * by Schneider, 2nd ed.; * Linear Algebra * by
Jacob.

**285. Honors Analytic Geometry and Calculus III. *** Math.
186 or permission of the Honors advisor. (4). (Excl). *

**Background and Goals.** See Math 185. **Content.**
Topics include vector algebra and vector functions; analytic geometry
of planes, surfaces, and solids; functions of several variables
and partial differentiation; line, surface, and volume integrals
and applications; vector fields and integration; Green's Theorem
and Stokes' Theorem. Recent Text(s): * Calculus with Analytic
Geometry * by Simmons, 6th ed.; * Vector Calculus * by
Marsden and Tromba, 3rd ed.

**288. Math Modeling Workshop. *** Math. 216
or 316, and Math. 217 or 417. (1). (Excl). Offered mandatory credit/no
credit. May be elected for a total of 3 credits. *

**Background and Goals.** This course is designed
to help students understand more clearly how techniques from other
undergraduate mathematics courses can be used in concert to solve
real-world problems. After the first two lectures the class will
discuss methods of attacking problems. For credit a student will
have to describe and solve an individual problem and write a report
on the solution. Computing methods will be used. **Content.**
During the weekly workshop students will be presented with real-world
problems on which techniques of undergraduate mathematics offer
insights. They will see examples of (1) how to approach and set
up a given modelling problem systematically, (2) how to use mathematical
techniques to begin a solution of the problem, (3) what to do
about the loose ends that can't be solved, and (4) how to present the solution to others. Students will have a chance to use the
skills developed by participating in the UM Undergraduate Math
Modelling Competition. This course may be repeated for credit.

**289. Problem Seminar. *** (1). (Excl). May
be repeated for credit with permission. *

**Background and Goals.** One of the best ways
to develop mathematical abilities is by solving problems using
a variety of methods. Familiarity with numerous methods is a great
asset to the developing student of mathematics. Methods learned
in attacking a specific problem frequently find application in
many other areas of mathematics. In many instances an interest
in and appreciation of mathematics is better developed by solving
problems than by hearing formal lectures on specific topics. The
student has an opoportunity to participate more actively in his/her
education and development. This course is intended for superior
students who have exhibited both ability and interest in doing
mathematics, but it is not restricted to Honors students. This
course is excellent preparation for the Putnam exam. **Content.**
Students and one or more faculty and graduate student assistants
will meet in small groups to explore problems in many different
areas of mathematics. Problems will be selected according to the
interests and background of the students.

**295. Honors Analysis I. *** Math. 196 or permission
of the Honors advisor. (4). (Excl). *

**Background and Goals.** This course is a continuation
of the sequence Math 195-196 and has the same theoretical emphasis.
Students are expected to understand and construct proofs. **Content.**
This course studies functions of several real variables. Topics
include elementary linear algebra: vector spaces, subspaces, bases, dimension, solution of linear systems by Gaussian elimination;
elementary topology: open, closed, compact, and connected sets, continuous and uniformly continuous functions; differential and integral calculus of vector-valued functions of a scalar; differential
calculus of scalar-valued functions on Euclidean spaces; linear
transformations: null space, range, matrices, calculations, linear
systems, norms; differential calculus of vector-valued mappings
on Euclidean spaces: derivative, chain rule, implicit and inverse
function theorems. Recent Text(s): * Vector Calculus * by
Marsden and Tromba, 3rd ed.; * Calculus in Vector Spaces, *
by Corvin and Szczarba.

**300/EECS 300/CS 300. Mathematical Methods in System
Analysis. *** Math. 216 or 316 or the equivalent. No
credit granted to those who have completed or are enrolled in
448. (3). (Excl). *

**312. Applied Modern Algebra. *** Math. 116, or permission of mathematics advisor. (3). (Excl). *

**Background and Goals.** Roughly speaking, discrete
mathematics is the study of finite mathematical objects (sets, relations, functions, graphs, *etc.) *as opposed to the infinite
objects (real numbers and functions) which are the focus of the
calculus. In some cases one is interested in calculating numerical
properties of these objects, but much of the material involves
studying the logical relationships. Thus the course has a mix
of concepts, proofs, and calculation. One of the major goals of the course is to familiarize the student with the language of
advanced mathematics. Students need no special preparation other than some experience in dealing with complex mathematics. **Content.**
There are many possible topics which are natural here including
counting techniques, finite state machines, logic and set theory, graphs and networks, Boolean algebra, group theory, and coding theory. Each instructor will choose some from this list and consequently the course content will vary from section to section. One recent
course covered chapters 1, 3, 4, 5, 7, and 16 of Grimaldi. Recent
text(s): * Discrete and Combinatorial Mathematics, * by Grimaldi.

**316. Differential Equations. *** Math. 215
and 217, or equivalent. Credit can be received for only one of
Math. 216 or Math. 316, and credit can be received for only one
of Math. 316 or Math. 404. (3). (Excl). *

**Background and Goals.** This is an introduction
to differential equations for students who have studied linear
algebra (Math 217). It treats techniques of solution (exact and approximate), existence and uniqueness theorems, some qualitative theory, and many applications. Proofs are given in class; homework
problems include both computational and more conceptually oriented
problems. **Content.** First-order equations: solutions, existence and uniqueness, and numerical techniques; linear systems:
eigenvector-eigenvalue solutions of constant coefficient systems, fundamental matrix solutions, nonhomogeneous systems; higher-order
equations, reduction of order, variation of parameters, series
solutions; qualitative behavior of systems, equilibrium points, stability. Applications to various physical problems are considered throughout. This corresponds to much of Chapter 1 and sections
2.1-2.7, 2.15, 3.1-3.12, and selected sections of Chapter 4 of
Braun. Recent text(s): * Differential Equations and their Applications *
by Braun.

**371/Engin. 371. Numerical Methods for Engineers and Scientists. *** Engineering 103 or 104, or equivalent;
and Math. 216. (3). (Excl). *

**Background and Goals.** This is a survey course
of the basic numerical methods which are used to solve scientific
problems. Important concepts such as accuracy, stability, and efficiency are discussed. The course provides an introduction
to MATLAB, an interactive program for numerical linear algebra, as well as practice in FORTRAN programming and the use of a software
library subroutine. Convergence theorems are discussed and applied, but the proofs are not emphasized. **Content.** Floating
point arithmetic, Gaussian elimination, polynomial interpolation, spline approximations, numerical integration and differentiation, solutions to non-linear equations, ordinary differential equations, polynomial approximations. Other topics may include discrete Fourier
transforms, two-point boundary-value problems, and Monte-Carlo
methods. Recent Text(s): * An Introduction to Numerical Computation *
by Yakowitz and Szidarovsky.

**385. Mathematics for Elementary School Teachers. *** One
year each of high school algebra and geometry. No credit granted
to those who have completed or are enrolled in 485. (3). (Excl). *

**Background and Goals.** This course, together
with its sequel Math 489, provides a coherent overview of the
mathematics underlying the elementary and middle school curriculum.
It is is required of all students intending to earn an elementary
teaching certificate and is taken almost exclusively by such students.
Concepts are heavily emphasized with some attention given to calculation
and proof. The course is conducted using a discussion format.
Class participation is expected and constitutes a significant
part of the course grade. Enrollment is limited to 30 students
per section. Although only two years of high school mathematics
are required, a more complete background including pre-calculus
or calculus is desirable. **Content.** Topics covered
include problem solving, sets and functions, numeration systems, whole numbers (including some number theory), and integers. Each
number system is examined in terms of its algorithms, its applications, and its mathematical structure. The material is contained in Chapters
1-6 of Krause. Recent Text(s): * Mathematics for Elementary
Teachers * by Krause.

**412. Introduction to Modern Algebra. *** Math.
215 or 285; and prior or concurrent election of 217, 417, or 419
recommended. No credit granted to those who have completed or
are enrolled in 512. Students with credit for 312 should take
512 rather than 412. One credit granted to those who have completed
312. (3). (Excl). *

**Background and Goals.** This course is designed
to serve as an introduction to the methods and concepts of abstract
mathematics. A typical student entering this course has substantial
experience in using complex mathematical (calculus) calculations
to solve physical or geometrical problems, but is unused to analyzing
carefully the content of definitions of the logical flow of ideas
which underlie and justify these calculations. Although the topics
discussed here are quite distinct from those of calculus, an important
goal of the course is to introduce the student to this type of
analysis. Much of the reading, homework exercises, and exams consists
of theorems (propositions, lemmas, *etc.) *and their proofs.
Math 217 is strongly recommended as background. **Content.**
The initial topics include ones common to every branch of mathematics:
sets, functions (mappings), relations, and the common number systems
(integers, rational numbers, real numbers, complex numbers). These
are then applied to the study of two particular types of mathematical
structures: groups and rings. These structures are presented as
abstractions from many examples such as the common number systems
together with the operations of addition or multiplication, permutations
of finite and infinite sets with function composition, sets of
motions of geometric figures, and polynomials. Notions such as
generator, subgroup, direct product, isomorphism, and homomorphism
are defined and studied. Recent Text(s): * Abstract Algebra:
an Introduction *by Hungerford.

**413. Calculus for Social Scientists. *** Not
open to freshmen, sophomores or mathematics concentrators. (3).
(Excl). *

A one-term course designed for students who require an introduction to the ideas and methods of the calculus. The course begins with a review of algebra and then surveys analytic geometry, derivatives, maximum and minimum problems, integrals, integration, and partial derivatives. Applications to business and economics are given whenever possible, and the level is always intuitive rather than highly technical. This course should not be taken by those who have had a previous calculus course or plan to take more than one or two further courses in mathematics. The course is specially designed for graduate students in the social sciences.

**416. Theory of Algorithms. *** Math. 312 or
412 or CS 303, and CS 380. (3). (Excl). *

**Background and Goals.** Many common problems
from mathematics and computer science may be solved by applying
one or more * algorithms * – well-defined procedures that
accept input data specifying a particular instance of the problem
and produce a solution. Students entering Math 416 typically have
encountered some of these problems and their algorithmic solutions
in a programming course. The goal here is to develop the mathematical
tools necessary to analyze such algorithms with respect to their
efficiency (running time) and correctness. Different instructors
will put varying degrees of emphasis on mathematical proofs and computer implementation of these ideas. **Content.**
Typical problems considered are: sorting, searching, matrix multiplication, graph problems (flows, travelling salesman), and primality and pseudo-primality testing (in connection with coding questions).
Algorithm types such as divide-and-conquer, backtracking, greedy, and dynamic programming are analyzed using mathematical tools
such as generating functions, recurrence relations, induction
and recursion, graphs and trees, and permutations. The course
often includes a section on abstract complexity theory including
NP completeness. A possible syllabus includes chapters 1-4 and part of 5 of Wilf. Recent Text(s): * Algorithms and Complexity *
by Wilf.

**417. Matrix Algebra I. *** Three courses beyond
Math. 110. No credit granted to those who have completed or are
enrolled in 513. No credit granted to those who have completed
217. (3). (Excl). *

**Background and Goals.** Many problems in science, engineering, and mathematics are best formulated in terms of matrices
– rectangular arrays of numbers. This course is an introduction
to the properties of and operations on matrices with a wide variety
of applications. The main emphasis is on concepts and problem-solving, but students are responsible for some of the underlying theory.
Diversity rather than depth of applications is stressed. This
course is not intended for mathematics concentrators; these should
elect Math 217, 419, or 513 (Honors). **Content.**
Topics include matrix operations, vector spaces, Gaussian and Gauss-Jordan algorithms for linear equations, subspaces of vector
spaces, linear transformations, determinants, orthogonality, characteristic
polynomials, Eigenvalue problems, and similarity theory. Applications
include linear networks, least squares method (regression), discrete
Markov processes, linear programming, and differential equations.
A possible syllabus includes most of Chapters 1-6 of Strang. Recent
Text(s): * Linear Algebra and its Applications * by Strang.

**419/EECS 400/CS 400. Linear
Spaces and Matrix Theory. *** Four terms of college mathematics
beyond Math 110. No credit granted to those who have completed
or are enrolled in 417 or 513. (3). (Excl). *

**Background and Goals.** Math 419 covers much
of the same ground as Math 417 but presents the material in a
somewhat more abstract way in terms of vector spaces and linear
transformations instead of matrices. There is a mix of proofs, calculations, and applications with the emphasis depending somewhat
on the instructor. A previous proof-oriented course is helpful
but by no means necessary. This course is strongly recommended
for mathematics concentrators who have not taken Math 217. **Content.**
Basic notions of vector spaces and linear transformations: spanning, linear independence, bases, dimension, matrix representation of
linear transformations; determinants; eigenvalues, eigenvectors, Jordan canonical form, inner-product spaces; unitary, self-adjoint, and orthogonal operators and matrices, applications to differential
and difference equations. This corresponds to Chapters 1, 2, 3, 5 and parts of 4, 6, and 7 of Friedberg et. al. Recent Text(s): * Linear Algebra * by Friedberg, Insel, and Spence, 2nd ed.

**424. Compound Interest and Life Insurance. *** Math.
215 or permission of instructor. (3). (Excl). *

**Background and Goals.** This course is intended
as preparation for the Society of Actuaries exam 140 and for subsequent
courses in actuarial mathematics. It stresses concepts and calculations
including use of spreadsheet software. **Content.**
The course covers compound interest (growth) theory and its application
to valuation of monetary deposits, annuities, and bonds. Problems
are approached both analytically (using algebra) and geometrically
(using pictorial representations). Techniques are applied to real-life
situations: bank accounts, bond prices, *etc. *The text is
used as a guide because it is prescribed for the Society of Actuaries
exam; the material covered will depend somewhat on the instructor.
Recent Text(s): * Theory of Interest * by Kellison, 2nd ed.

**425/Stat. 425. Introduction to Probability. *** Math.
215. (3). (N.Excl).
Section 001 and 002. * See Statistics
425.

* Sections 003 and 004 * **Background
and Goals.** This course introduces students to useful
and interesting ideas of the mathematical theory of probability
and to a number of applications of probability to a variety of
fields including genetics, economics, geology, business, and engineering.
The theory developed together with other mathematical tools such
as combinatorics and calculus are applied to everyday problems.
Concepts and calculations are emphasized over proofs. The stated
prerequisite is fully adequate preparation. **Content.**
Topics include the basic results and methods of both discrete
and continuous probability theory: conditional probability, independent
events, random variables, jointly distributed random variables, expectations, variances, co-variances, central limit theorem.
Different instructors will vary the emphasis. The material corresponds
to most of Chapters 1-7 and part of 8 of Ross with the omission
of sections 2.6, 7.7-7.9, and 8.4-8.5 and many of the long examples.
Recent Text(s): * A First Course in Probability * by Ross, 3rd ed.

**427/Social Work 603. Retirement Plans and Other Employee
Benefit Plans. *** Junior standing. (3). (Excl). *

Employee benefit plans are a major aspect of compensation and personnel policy in practically every firm. This course will provide an overview of the range of employee benefit plans, the considerations (actuarial and others) which influence plan design and implementation practices, and the role of actuaries and other benefit plan professionals and their relation to decision makers in management and unions. Particular attention will be given to government programs which provide the framework, and establish requirements, for privately operated employee benefit plans. Emphasis will be placed upon continuing concepts rather than current details; the information sources used by practitioners to stay abreast of this constantly changing area will be noted. Relevant mathematical techniques will be reviewed, but they are not the focus of this course. (Young)

**431. Topics in Geometry for Teachers. *** Math.
215. (3). (Excl). *

**Background and Goals.** This course is a study
of the axiomatic foundations of Euclidean and non-Euclidean geometry.
Concepts and proofs are emphasized; students must be able to follow
as well as construct clear logical arguments. For most students this is an introduction to proofs. A subsidiary goal is the development
of enrichment and problem materials suitable for secondary geometry
classes. **Content.** Topics selected depend heavily
on the instructor but may include classification of isometries
of the Euclidean plane; similarities; rosette, frieze, and wallpaper
symmetry groups; tesselations; triangle groups; finite, hyperbolic, and taxicab non-Euclidean geometries. This corresponds to Chapters
1-11, 13, and 14 of * Transformation Geometry: an Introduction
to Symmetry *by Martin together with * Taxicab Geometry *
by E. Krause.

**433. Introduction to Differential Geometry. *** Math.
215. (3). (Excl). *

**Background and Goals.** This course is about the analysis of curves and surfaces in 2- and 3-space using the
tools of calculus and linear algebra. There will be many examples
discussed, including some which arise in engineering and physics
applications. Emphasis will be placed on developing intuitions
and learning to use calculations to verify and prove theorems.
Students need a good background in multivariable calculus (215)
and linear algebra (preferably 217). Some exposure to differential
equations (216 or 316) is helpful but not absolutely necessary.
**Content.** Topics covered include (1) curves: curvature, torsion, rigid motions, existence and uniqueness theorems; (2)
global properties of curves: rotation index, global index theorem, convex curves, 4-vertex theorem; (3) local theory of surfaces:
local parameters, metric coefficients, curves on surfaces, geodesic
and normal curvature, second fundamental form, Christoffel symbols, Gaussian and mean curvature, minimal surfaces, classification
of minimal surfaces of revolution. This corresponds to most of
chapters I-IV of Millman and Parker. If time permits, additional
topics might be chosen from chapters V and VI. Recent Text(s): * Elements of Differential Geometry * by Millman and Parker; * Differential Geometry of Curves and Surfaces * by DoCarmo.

**450. Advanced Mathematics for Engineers I. *** Math.
216, 286, or 316. (4). (Excl). *

**Background and Goals.** Although this course
is designed principally to develop mathematics for application
to problems of science and engineering, it also serves as an important
bridge for students between the calculus courses and the more
demanding advanced courses. Students are expected to learn to
read and write mathematics at a more sophisticated level and to
combine several techniques to solve problems. Some proofs are
given and students are responsible for a thorough understanding
of definitions and theorems. Students should have a good command of the material from Math 215, and 216 or 316, which is used throughout the course. A background in linear algebra, e.g. Math 217, is
highly desirable. **Content.** Topics include a review
of curves and surfaces in implicit, parametric, and explicit forms;
differentiability and affine approximations; implicit and inverse
function theorems; chain rule for 3-space; multiple integrals;
scalar and vector fields; line and surface integrals; computations
of planetary motion, work, circulation, and flux over surfaces;
Gauss' and Stokes' Theorems, derivation of continuity and heat
equation. Some instructors include more material on higher dimensional
spaces and an introduction to Fourier series. This corresponds
to Chapters 2, 3, 5, 7, and 8 and sometimes 4 of Marsden and Tromba.
Recent Text(s): * Vector Calculus * by Marsden and Tromba, 3rd ed.; * Boundary Value Problems * by Powers, 3rd ed.

**451. Advanced Calculus I. *** Math. 215 and one course beyond Math. 215; or Math. 285. Intended for concentrators;
other students should elect Math. 450. (3). (Excl). *

**Background and Goals.** This course has two
complementary goals: (1) a rigorous development of the fundamental
ideas of calculus, and (2) a further development of the student's
ability to deal with abstract mathematics and mathematical proofs.
The key words here are "rigor" and "proof";
almost all of the material of the course consists in understanding
and constructing definitions, theorems (propositions, lemmas, *etc.), *and proofs. This is considered one of the more difficult
among the undergraduate mathematics courses, and students should
be prepared to make a strong commitment to the course. In particular, it is strongly recommended that some course which requires proofs
(such as Math 412) be taken before Math 451. **Content.**
The material usually covered is essentially that of Ross' book.
Chapter I deals with the properties of the real number system
including (optionally) its construction from the natural and rational
numbers. Chapter II concentrates on sequences and their limits, Chapters III and IV on the application of these ideas to continuity
of functions, and sequences and series of functions. Chapter V
covers the basic properties of differentiation and Chapter VI
does the same for (Riemann) integration culminating in the proof
of the Fundamental Theorem of Calculus. Along the way there are
presented generalizations of many of these ideas from the real
line to abstract metric spaces. Recent Text(s): * Elementary
Analysis: The Theory of Calculus * by Ross.

**454. Boundary Value Problems for Partial Differential
Equations. *** Math. 216, 286 or 316. Students with credit
for Math. 354, 455 or 554 can elect Math. 454 for 1 credit. (3).
(Excl). *

**Background and Goals.** This course is devoted
to the use of Fourier series and other orthogonal expansions in the solution of boundary-value problems for second-order linear
partial differential equations. Emphasis is on concepts and calculation.
The official prerequisite is ample preparation. **Content.**
Classical representation and convergence theorems for Fourier
series; method of separation of variables for the solution of the one-dimensional heat and wave equation; the heat and wave
equations in higher dimensions; spherical and cylindrical Bessel
functions; Legendre polynomials; methods for evaluating asymptotic
integrals (Laplace's method, steepest descent); Fourier and Laplace
transforms; applications to linear input-output systems, analysis
of data smoothing and filtering, signal processing, time-series
analysis, and spectral analysis. This corresponds to Chapters
2-6 of Pinsky. Recent Text(s): * Introduction to Partial Differential
Equations * by Pinsky.

**462. Mathematical Models. *** Math. 216, 286
or 316; and 217, 417, or 419. Students with credit for 362 must
have department permission to elect 462. (3). (Excl). *

**Background and Goals.** The focus of this course
is the application of a variety of mathematical techniques to
solve real-world problems. Students will learn how to model a
problem in mathematical terms and use mathematicals to gain insight
and eventually solve the problem. Concepts and calculations, including
use of spreadsheets and programming, are emphasized, but proofs
are included. **Content.** Content will vary considerably
with the instructor. Prof. Simon usually covers use and theory
of dynamical systems, difference and differential equations: one-dimensional, multi-dimensional, linear and nonlinear, deterministic and stochastic.
The high points included chaotic dynamics, phase diagrams of two-dimensional
systems, a variety of ecological and biological models, and classical
mechanics. Other versions may focus on discrete and combinatoric
approaches.

**471. Introduction to Numerical Methods. *** Math.
216, 286, or 316; and 217, 417, or 419; and a working knowledge
of one high-level computer language. (3). (Excl). *

**Background and Goals.** This is a survey of the basic numerical methods which are used to solve scientific
problems. The emphasis is evenly divided between the analysis
of the methods and their practical applications. Some convergence theorems and error bounds are proved. The course also provides
an introduction to MATLAB, an interactive program for numerical
linear algebra, as well as practice in computer programming. **Content.**
Topics include computer arithmetic, Newton's method for non-linear
equations, polynomial interpolation, numerical integration, systems
of linear equations, initial value problems for ordinary differential
equations, quadrature, partial pivoting, spline approximations, partial differential equations, Monte Carlo methods. This corresponds
to Chapters 1-6 and sections 7.3-4, 8.3, 10.2, and 12.2 of Burden
and Faires. Recent Text(s): * Numerical Analysis * by Burden
and Faires, 4th ed.; * Elementary Numerical Analysis: an Algorithmic
Approach * by Conte and DeBoor.

**481. Introduction to Mathematical Logic. *** Math.
412 or 451 or equivalent experience with abstract mathematics.
(3). (Excl). *

**Background and Goals.** All of modern mathematics
involves logical relationships among mathematical concepts. In this course we focus on these relationships themselves rather than the ideas they relate. Inevitably this leads to a study of the (formal) languages suitable for expressing mathematical ideas.
The explicit goal of the course is the study of propositional
and first-order logic; the implicit goal is an improved understanding
of the logical structure of mathematics. Students should have
some previous experience with abstract mathematics and proofs, both because the course is largely concerned with theorems and proofs and because the formal logical concepts will be much more
meaningful to a student who has already encountered these concepts
informally. No previous course in logic is prerequisite. **Content.**
In the first third of the course the notion of a formal language
is introduced and propositional connectives ('and', 'or', 'not', 'implies'), tautologies and tautological consequence are studied.
The heart of the course is the study of first-order predicate
languages and their models. The new elements here are quantifiers
('there exists' and 'for all'). The study of the notions of truth, logical consequence, and provability lead to the completeness
and compactness theorems. The final topics include some applications
of these theorems, usually including non-standard analysis. This
material corresponds to Chapter 1 and sections 2.0-2.5 and 2.8
of Enderton. Recent Text(s): * A Mathematical Introduction to
Logic * by Enderton; * Mathematical Logic * by Ebbinghaus, Flum, and Thomas.

**486. Concepts Basic to Secondary Mathematics. *** Math.
215. (3). (Excl). *

**Background and Goals.** This course is designed
for students who intend to teach junior high or high school mathematics.
It is advised that the course be taken relatively early in the
program to help the student decide whether or not this is an appropriate
goal. Concepts and proofs are emphasized over calculation. The
course is conducted in a discussion format. Class participation
is expected and constitutes a significant part of the course grade.
**Content.** Topics covered have included problem
solving; sets, relations and functions; the real number system
and its subsystems; number theory; probability and statistics;
difference sequences and equations; interest and annuities; algebra;
and logic. This material is covered in the course pack and scattered
points in the text book. Recent Text(s): * Mathematics for Elementary
Teachers * by Krause, and a course pack.

**497. Topics in Elementary Mathematics. *** Math.
489 or permission of instructor. (3). (Excl). May be repeated
for a total of six credits. *

**Background and Goals.** This is an elective
course for elementary teaching certificate candidates taht extends
and deepens the coverage of mathematics begun in the required
two-course sequence Math 385-489. Applications and problem-solving
are emphasized. The class meets 3 times per week in recitation
sections. Grades are based on class participation, two one-hour
exams, and a final exam. **Content.** Selected topics
in geometry, algebra, computer programming, logic, and combinatorics
for prospective and in-service elementary, middle, or junior high
school teachers. Content will vary from term to term. Recent text(s): * Mathematics for Elementary Teachers * by Krause.

**525/Stat. 525. Probability
Theory. *** Math. 450 or 451; or permission of instructor.
Students with credit for Math. 425/Stat. 425 can elect Math. 525/Stat.
525 for only 1 credit. (3). (Excl). *

**Background and Goals.** This course is a thorough
and rigorous study of the mathematical theory of probability.
There is substantial overlap with Math 425, but here more sophisticated
mathematical tools are used and there is greater emphasis on proofs
of major results. Math 451 is preferable to Math 450 as preparation, but either is acceptable. **Content.** Topics include the basic results and methods of both discrete and continuous
probability theory. Different instructors will vary the emphasis
between these two theories. The material corresponds to all 9
chapters of Hoel, Post, and Stone together with some additional
more theoretical material or chapters 1-8 of Ross. Recent text(s): * Theory of Probability * by Gnedenko; * A First Course
in Probability * by Ross; * Introduction to Probability Theory *
by Hoel, Post, and Stone; .

**562/IOE 511/Aero. 577/EECS 505/CS 505. Continuous Optimization
Methods. *** Math. 217, 417 or 419. (3). (Excl). *

See CS 505.

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