Is this a complete undergrad pure math curriculum?

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Discussion Overview

The discussion centers around the sufficiency of a proposed undergraduate pure mathematics curriculum consisting of six proof-based courses at a university in the United States. Participants explore whether this selection adequately represents a complete pure math education, considering various educational standards and course offerings in different countries.

Discussion Character

  • Debate/contested
  • Conceptual clarification
  • Exploratory

Main Points Raised

  • Some participants question whether six proof-based courses can constitute a complete undergraduate pure math experience, suggesting that more courses are typically required.
  • One participant lists a comprehensive set of courses taken in Belgium, totaling around 25, and expresses confusion over the limited offerings in the U.S.
  • Another participant emphasizes the importance of including topology, real analysis, and probability in a pure math curriculum.
  • Some argue that all math courses should be proof-based, while others express skepticism about the classification of certain courses as proof-based.
  • Participants discuss the impact of general education requirements in the U.S. versus Europe, noting that European programs may have fewer non-math course requirements.
  • Independent studies are suggested as a way to supplement the limited course offerings at some U.S. institutions.

Areas of Agreement / Disagreement

Participants generally disagree on the adequacy of the six courses proposed. While some believe they are insufficient, others defend the curriculum as standard for certain institutions. There is no consensus on what constitutes a complete pure math education.

Contextual Notes

Participants note that the classification of courses as proof-based varies, and some express uncertainty about the inclusion of certain courses in a pure math curriculum. The discussion reflects differing educational structures and expectations between the U.S. and Europe.

  • #31
R.P.F. said:
Wow. Algebraic geometry as an undergrad? Good for you! And also projective geometry as a single course? Sounds intense. I think the area of modern math that most frequently utilizes projective geometry is the study of elliptic curves.

I should emigrate to Belgium right away.:-p

I also studied an undergrad degree in math in Belgium, and I had less math courses than Micro (went to another university, of course), so think twice before moving (although I'm quite content about my education). The math courses (math majors here were also required to take physics classes for example) I took are (in quasi-chronological order)
  • Calculus I/II/III
  • Linear Algebra
  • Proof and Reasoning
  • Statistics I
  • Geometry I (Euclidean and Affine)
  • Analysis I (Real Analysis + Metric Space)
  • Differential Equations
  • Algebraic Structures (general intro to concepts like groups etc)
  • Abstract Algebra I (groups, rings, fields)
  • Probability
  • Geometry II (Projective, Algebraic Curves, Intro. to Diff. Geo.)
  • Analysis II (Multivariable, Lebesgue, Banach, Wavelets)
  • Numerical Math
  • Mathematical Introduction to Fluid Dynamics (*)
  • Statistics II
  • Topology
  • Complex Analysis
  • Abstract Algebra II (Galois, Sylow, Presentation theory)
  • Number Theory

I count 21. Depending on one's criteria I could also add "Mathematical Methods in Physics", where I (albeit superficially) learned about Stochastic Processes and Representation Theory.

(*) Despite the name no physicists ever took it; it's an applied math class, and a compulsory one at that.
 
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  • #32
To be fair, I'm pretty sure in most places in Europe students take an extra year in high school, while their university degrees are usually 3 years long (13 years of primary and secondary school + 3 years of university, compared to 12 years + 4 years of university in North America). So in a way, their last of high school is sort of equivalent to our year of general studies. Because of this, their degree programs tend to be more focused on their majors.
 
  • #33
Jokerhelper said:
To be fair, I'm pretty sure in most places in Europe students take an extra year in high school, while their university degrees are usually 3 years long (13 years of primary and secondary school + 3 years of university, compared to 12 years + 4 years of university in North America). So in a way, their last of high school is sort of equivalent to our year of general studies. Because of this, their degree programs tend to be more focused on their majors.

As far as I know, one starts primary school in the year they turn 5. Then there's a total of thirteen years of schooling, meaning that one ends high school at 18. In the US, 5 year olds start at kindergarten, yes?
 
  • #34
As far as I know, one starts primary school in the year they turn 5. Then there's a total of thirteen years of schooling, meaning that one ends high school at 18. In the US, 5 year olds start at kindergarten, yes?

Kindergarten is kind of like day-care. Not too much happens there.
 
  • #35
homeomorphic said:
Kindergarten is kind of like day-care. Not too much happens there.

 
Last edited by a moderator:
  • #36
I'm from Europe Jokerhelper, and I didn't have an extra year in high school, nor do I know of any other country in Europe that does.

EDIT: didn't see the other posts but oh well
 

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