Mathematics: IAI GECC Definition
The mathematics component of general education focuses on quantitative
reasoning to provide a base for developing a quantitatively literate college
graduate. Every college graduate should be able to apply simple mathematical
methods to the solution of realworld problems. A quantitatively literate
college graduate should be able to:
interpret mathematical models such as formulas, graphs, tables and schematics,
and draw inferences from them;
represent mathematical information symbolically, visually, numerically
and verbally;
use arithmetic, algebraic, geometric and statistical methods to solve
problems;
estimate and check answers to mathematical problems in order to determine
reasonableness, identify alternatives and select optimal results; and
recognize the limitations of mathematical and statistical models.
Courses accepted in fulfilling the general education mathematics requirement
emphasize the development of the student's capability to do mathematical
reasoning and problem solving in settings the college graduate may encounter
in the future. General education mathematics courses should not lead simply
to an appreciation of the place of mathematics in society, nor should
they be merely mechanical or computational in character. To accomplish
this purpose, students should have at least one course at the lowerdivision
level that emphasizes the foundations of quantitative literacy and, preferably,
a second course that solidifies and deepens this foundation to enable
the student to internalize these habits of thought.
A score of three or higher on either Advanced Placement (AP) Calculus
exam (AB or BC) will be accepted as equivalent to M1 900. This does NOT
mean, however, that the exam and score can also be used to substitute
for a calculus course required in a specific major.
