Division I Chair: M.R. Garrett

Department Chair: K. Barnard

Faculty: K. Barnard, J. Blackburn-Lynch, R. Bouchat, J. Cupidon, M. Devere, S. Ellis, B. Elzey, L. Gratton, C. Hines, L. Jones, T. Thesing, and J. Viera


Courses: MAT Courses

Course Sequencing Table: Mathematics

Major/Minor Requirements: Mathematics B.A., Mathematics B.A. with Teaching Certification 8-12; Mathematics Minor

The Department offers a major and minor in Mathematics with a flexible curriculum to meet individual needs while providing a solid foundation in fundamental principles.  The Department also supports students outside of the traditional classroom through a variety of ways:  the Department regularly hosts invited speakers and other events to provide students with diverse perspectives of Mathematics and its uses, a labor position as a Math Teaching Assistants gives all students the opportunity to strengthen their skills while giving prospective teachers valuable experience in one-on-one instruction, and a variety of of summer research and other internship opportunities give students the chance to explore interesting topics in depth. 

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 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.