We are an all-inclusive, friendly department committed to our students and their professional development. Our students work with researchers who are dedicated to applications in medical imaging, cybersecurity, collegiate mathematics education, national and global defense, geosciences, biological processes, and data science, as well as foundational research in algebraic geometry, combinatorics, computational science, mathematical physics, number theory, and topology.
Our department strives to create an environment which embraces diversity, equity, inclusion, and justice as core values. All members of the department, including faculty, staff, graduate students, and undergraduate students, are expected to foster a community in which all feel welcomed, valued, and heard. We consider diversity in the broadest terms possible, including but not limited to gender identity and expression, sexuality, age, race, disability, nationality, religious affiliation or lack thereof, economic status, groups that have been historically marginalized, and intersections thereof. An environment of mutual respect is crucial to the teaching, learning, and research of mathematics, and the work needed to build this environment never stops.
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department news
Math faculty member Elizabeth Arnold receives Early Career Teaching Award
Arnold was honored by the Mathematical Association of America’s Rocky Mountain Section with the 2024 Early Career Teaching Award during its annual meeting on May 20.
Seven math majors represent CSU at the Joint Mathematics Meeting
For the first time, seven fully supported students represented CSU at this year’s Joint Mathematics Meetings in San Francisco, CA.
NASA internship highlight: crunch numbers for cosmic communications
Two CSU mathematics graduate students participated in an internship at NASA’s Goddard Space Flight Center last summer as a part of the Space Communications and Navigation Internship Project.
Research highlights power of interactive, gesture-based lessons when teaching abstract math concepts
The work is led by Professor Hortensia Soto and described in a new paper published in Problems, Resources, and Issues in Mathematics Undergraduate Studies. The paper showcases how gestures and body language can be used to explain abstract algebraic ideas that may be difficult for students to engage with through formal teaching methods.