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Math at HaverfordThe emphasis and minimum expectations in junior- and senior-level mathematics courses are different from those of the freshman- and sophomore-level courses. In particular, all upper level courses will often require you to construct proofs of mathematical statements. You have probably already encountered some homework and exam questions asking for proofs; as you proceed in mathematics, proofs will form the bulk of your assignments.
The department does not expect all students entering Analysis (Math 317) and Algebra (Math 333) to be experienced, accomplished provers; however, in preparation for the proofs required in those courses, it is important that each student be comfortable with definitions and practiced in the art of finding specific examples that illustrate general phenomena. By the beginning of senior year, with many proofs under the belt and some experience writing clear mathematical and expository prose, each student should be ready to tackle the research and writing of the senior thesis.
We have tried to spell out the department's requirements and expectations carefully, so that students considering the major can make a well-informed decision. It might seem that, in stressing the challenges "down the road", we are trying to scare people away. Quite the contrary! We hope to attract a broad range of majors, not just those bound for graduate school in mathematics. If you make a commitment to the major, you can be assured the department will offer enormous amounts of support if and when challenges arise. The major requires active participation, enthusiasm for the subject, and willingness to work hard --- indeed, what major doesn't? From this investment, the satisfactions and rewards can be substantial.
You should be aware of the many career opportunities for math majors outside academia. These include actuarial science, applied statistics, operations research, computer science and technology, economic and environmental modeling, and secondary teaching. The department has had considerable success in launching students along these career paths, as well as others.
We encourage students who want to plan a program leading to more advanced work in these fields.
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Math at Haverford
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This page maintained by jtecosky@haverford.edu. Last updated 7/16/96