Algebra is a foundational branch of mathematics that involves operations and relations, and which emphasizes the process of formulating, solving, interpreting, and applying equations of many different types to solve many different real-world problems, using systems of abstract symbols. It is a branch of mathematics with significant applications across a wide variety of disciplines.
Fundamental academic skills, consisting of Mathematics, English & Writing, and Public Speaking coursework, comprise 15 hours of the general education requirements. Students must complete three credit hours of Mathematics coursework.
Student Learning Outcomes
Successful students shall be able to do the following:
- demonstrate competency in quantitative reasoning that applies algebra;
- demonstrate competency in symbolic reasoning in the solution to real-world problems;
- demonstrate competency in computational reasoning as it relates to the application of algebraic processes and concepts; and
- demonstrate an ability to solve real-world problems using quantitative, logical, or computational approaches that are typical of mathematical thinking.
Please see the table below for a list of Mathematics courses that have been approved for inclusion in the general education curriculum.
Mathematics Approved Courses
|Course Number||Course Title||Credits||Prerequisite|
|MATH 1310||Intermediate Algebra||3||YES|
Students are considered proficient in meeting their general education math requirement if they have one of the following: (1) an ACT MATH score of 23 or higher; (2) an SAT MATH score of 540 or higher; (3) accepted transfer credits for another college-level math course which is directly equivalent to a UNO math course equal to or higher than intermediate algebra; (4) accepted transfer credits for another college-level math course determined to be higher than intermediate algebra but is not a direct equivalent to a specific UNO math course.
The Math Placement Exam or Compass Exam into MATH 1320 or higher does not equal proficiency of MATH 1310.
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