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Mathematics BSc

Learn mathematical theory and practise it in a workshop and laboratory setting to develop your skills.
Code
G100
Start
October 2021
Duration
3 years full-time
6 years part-time
Attendance
Full-time
Part-time
Fees
£9,250 (UK) *
£14,000 (EU / INT) *
Course leader
Matthew Jones

This course is now available in Clearing to UK applicants, click here to find out more.
To apply as a UK applicant, call 0208 411 6565 or WhatsApp us.

We are no longer able to accept new international applications for September 2021 entry if you require a student visa to study with us on-campus due to the time required to process this.

Develop your problem-solving abilities

Studying BSc Mathematics with us will open a lot of career doors, whether you want to pursue the subject professionally or join an industry that’s looking for your skills.

You’ll study a combination of traditional maths alongside modern topics like communicating maths. Lectures will introduce theory while workshop and lab study will develop your ability to apply it in practical settings.

You’ll be taught in highly interactive groups that’ll allow you to explore problems and find solutions in a supportive environment. A series called 'Engaging with Mathematics' brings in professionals to talk to students about possible careers, opportunities available, and all the wonderful ways maths can be applied outside the classroom.

Apply your theoretical knowledge

Learning to apply your maths skills in the real world throughout your studies will prepare you for the world of work. One way you’ll do this is by joining staff in different outreach events that bring maths to the general public. In recent years these have included the award-winning SMASHFest and the Skills Show in Birmingham NEC.

Our Problem Solving Methods and Communicating Mathematics modules engage with real-world problems that graduate mathematicians are likely to face. You’ll also get the option to take a year-long placement between the second and third years to further enhance your skills and explore professional interests.

Previous graduates have gone on to study MSc Mathematics at Russell Group universities and pursue other specialist masters. Graduates from this course went on to work in law, accounting, finance, and as mathematicians. A mathematics degree equips you with a whole host of transferable skills that employers find desirable in today’s world of work.

Get the support you need

During your course, you’ll get personalised support from your Personal Tutor, Student Learning Assistant, and Graduate Academic Assistant. Their first-hand experience in your subject area means they understand how to best support you.


Find out more

Sign up now to receive more information about studying at Middlesex University London.

What will you study on the BSc Mathematics?

The course has been designed to support your development as a mathematician. The first year modules will train you to think like a mathematician so that you can learn how mathematics is created and how it is used to solve concrete problems. You will learn how mathematics is a language to express complicated ideas succinctly, and how it is unreasonably good at describing and solving real-world problems

In your second year, this development will continue towards a more rigorous approach. You will learn to think much more rigorously, and you will start to understand some of the more fascinating areas of pure and applied mathematics. You will also learn to apply your learning to find concrete solutions to questions in the module Problem Solving and Communication.

In your third year, you will study an array of specialist mathematics modules that will provide you with the tools to study and understand complex problems and analyse solutions.

Throughout your studies your learning will be assessed with a mixture of coursework and exams as well as presentations, group assignment and reports.

What will you gain?

You will develop your knowledge of mathematics through investigating key topics in algebra and analysis and will learn to work with multi-faceted problems across a range of modules, particularly within Problem Solving and Communication.

You will gain a comprehensive understanding of the language and culture of mathematics and have an appreciation for the importance of rigorous proof, logical deduction and abstraction. You will graduate with a broad, yet comprehensive knowledge of many theoretical and practical areas of mathematics, with advanced skills in communicating complex ideas.

Modules

  • Year 1

    • Calculus and Geometry (30 credits) - Compulsory

      Following from your previous learning, this module studies calculus and its applications to problem solving. We take a more intuitive geometric approach to learn the techniques in more depth. We will also set the theory up more rigorously in order to fully understand this important mathematical tool.

    • Mathematical Thinking (15 credits) - Compulsory

      Bridging the gap from school or college to university level maths, this module introduces and studies important concepts like logic and sets that form the language of mathematics.

    • Introduction to Programming (15 credits) - Compulsory

      Programming as a way of studying and working with mathematics is becoming a fundamental tool in mathematical problem solving. In this module you’ll be introduced to programming in informal and supportive labs. No prior knowledge of computing is expected.

    • Probability and Data Analysis (30 credits) - Compulsory

      Understanding chance and uncertainty is the core idea behind probability. This module introduces the theory or probability and teaches you how it can be applied to analyse data and base conclusions on it.

    • Mathematical Models (15 credits) - Compulsory

      Mathematical models help us understand real-life systems and make predictions about their behaviour. In this module you’ll learn to understand the process of mathematical modelling and be introduced to many important models. You’ll learn to make useful prediction about their behaviour and provide solutions where possible.

    • Linear Algebra (15 credits) - Compulsory

      This module teaches you to think and work confidently with vectors in higher dimensions and to understand, geometrically, the spaces we use to describe them

  • Year 2

    • Problem Solving and Communication (30 credits) - Compulsory

      This module trains you to think correctly about problems, to formulate successful strategies to solve them and to communicate their solutions to others, from professional mathematicians to public communication.

    • Real Analysis (15 credits) - Compulsory

      In this module you will learn to develop the theory underlying calculus in a rigorous way. You will develop an appreciation of the importance of definitions such as the limit of a sequence or a function in the development of the theory of real valued functions.

    • Complex Analysis (15 credits) - Compulsory

      This module will develop the theory of complex valued functions that are differentiable – so called holomorphic functions. You will learn how these functions are very different to their real valued analogues. The module will teach you how to differentiate and integrate complex valued functions.

    • Abstract Algebra (30 credits) - Compulsory

      In this module you will learn about groups, an object that can be thought of as making concrete the ideas of symmetry in geometry as well as other areas. You will also learn about vector spaces which model in an abstract way finite dimensional space.

    • Advanced Calculus (15 credits) - Compulsory

      This module will, amongst other things, teach you how to generalise calculus to high dimensional spaces. You will learn how to differentiate and integrate functions in higher dimensions. You will also find out how you can find local minimums and maximums of functions when you can.

    • Differential Equations (15 credits) - Compulsory

      Differential equations model physical phenomena like the movement of fluids or gasses, the motion of an object through air and many other physical and economic systems. In this module you will learn how to use these to build models and how to solve them to find out both quantitative and qualitative properties of their solutions.

  • Year 3

    • Rings and Fields (15 credits) - Compulsory

      This module follows on from your second year abstract algebra module. You will learn about rings and fields in this module, objects that are different from groups. This module deals abstractly with these objects developing a rich theory from only very simple properties.

    • Further Analysis (15 credits) - Compulsory

      Following from the concrete introduction to analysis in your second year modules, this module takes a more abstract approach. You will learn that many of the definitions of analysis depend only on a notion of distance or, in the case of a vector space, the notion of magnitude. These will allow you to generalise and distil many of the core ideas of functions and continuity that you have learned previously.

    • Graph Theory (15 credits) - Optional

      This module will continue some of the work you studied in the second year. You will, in this module, learn about the properties of graphs and networks. You will find that these can be used to model complex relationships and can be used to understand connections.

    • Galois Theory (15 credits) - Optional

      The core of this module is the study of the solutions to polynomial equations. This will lead us to Galois Theory, a beautiful area of abstract algebra that describes in detail a correspondence between certain groups and field extensions. Applications of this theory include a proof that there is no formula for finding the roots of a quintic polynomial, that you can’t trisect an angle using only compass and ruler, and many other problems.

    • Mathematical Techniques for Optimisation (15 credits) - Optional

      Many problems in mathematics involve finding an optimal solution to some system – for example finding optimal routing through a network. In this module you will learn a number of techniques for solving these kinds of problems.

    • Teaching Maths in School (30 credits) - Optional

      One of the most common destinations for graduates of mathematics degrees is in teaching. This module will develop your knowledge of contemporary mathematics educations and your skills in reflecting on your practice. This module is for students that want to go into teaching on graduation and prepares you for your teacher training qualification.

    • Cryptography and Blockchain (15 credits) - Optional

      The major project is the culmination of your learning. You will, in this module, get the opportunity to apply all your learning to a significant piece of work that you will be able to use to demonstrate your skills to potential employers.

More information about this course

See the course specification for more information:

Optional modules are usually available at levels 5 and 6, although optional modules are not offered on every course. Where optional modules are available, you will be asked to make your choice during the previous academic year. If we have insufficient numbers of students interested in an optional module, or there are staffing changes which affect the teaching, it may not be offered. If an optional module will not run, we will advise you after the module selection period when numbers are confirmed, or at the earliest time that the programme team make the decision not to run the module, and help you choose an alternative module.

  1. Overview
  2. Teaching and learning – changes for students in 2021
  3. Teaching and learning - typical structure
  4. Assessment and feedback
  1. Standard entry requirements
  2. International (inc. EU)
  3. How to apply
  1. UK
  2. EU / International
  3. Additional costs
  1. Overview
  2. Accreditation and insurance
  • Sabiha Akhtar Uddin

    Mathematics BSc student

    This year has been really fun and our class has grown into a small community. There are only around 15 of us in the class, so if anyone is stuck on anything we can always get involved and help each other out. With a large group it's hard to get to know everyone, but it's easy for us to all put our heads together to work things out.

    We also get a lot of one-to-one time with our lecturers because of our small class size. With maths if you don't understand something you have to sit and work at it, and if the lecturers are there to help you see the reasoning it is so much better.

Dr Matthew Jones
Programme Leader and Associate Professor in Mathematics

Dr. Jones studied undergraduate mathematics at Lancaster University and University of Maryland, College Park, USA, before completing his PhD at University College London. He works in complex analysis on Riemann surfaces, functional analysis and operator theory.

Dr Alison Megeney
Director of Undergraduate Programmes and Associate Professor in Mathematics

Dr. Megeney studied undergraduate mathematics, a masters in stochastic processes, achieving a distinction, and a PhD at University College London. She worked on packing and covering theorems in higher dimensions for her PhD; she has since worked in mathematics education and is interested in the interaction of mathematics and art.

Dr Thomas Bending
Director of Postgraduate Programmes and Associate Professor in Mathematics

Dr Bending studied mathematics at Cambridge University, achieving an MA and a distinction in Part III before studying for a PhD at Queen Mary and Westfield College, London. Thomas works in combinatorics, graph theory, and finite geometries.

  • Dr Matthew Jones

    Mathematics BSc Course Leader

    It's an exciting time to be a mathematician, whether you're interested in pure maths or in its applications in areas like computing, business management or the sciences. The prominence of maths and mathematicians has heightened in the last few years with major results like Fermat's Last theorem being finally proved after over 350 years. You may also have heard of the mathematician Perelman, who proved the Poincare conjecture a few years ago that refused the million dollar prize associated with it (hard to believe, I know). This heightened prominence and many other factors have led to an increasing demand for highly qualified mathematicians in a number of diverse careers. The skills you develop as a mathematician, like problem solving and your ability to think abstractly and logically, mean that you are highly sought after in the job market.

    Our BSc Mathematics courses have been designed with this in mind – they are a mix of traditional maths subjects and modern topics, for example, modules on problem solving and communicating maths. The course aims to develop you as a modern professional mathematician, whether that is in academia or within another career path.

    If you're the kind of person who has realised they have an interest in maths that you would like to pursue to degree level and are looking for a stepping stone to a number of possible careers or into academia, then this course is for you.

    Follow Matt on Twitter

  • Professor Andreas Albrecht

    Mathematics BSc/MMath academic

    In the 70s and 80s, the major driving forces in applied mathematics, particularly in combinatorial optimisation, were the challenging tasks posed by the design of highly integrated circuits (microprocessors, CPUs), but since then, there has been a shift towards computational problems raised by molecular biology and this is where I focus my research.

    The breakthrough in the Human Genome Project at the turn of the century saw the first complete sequencing of human DNA which has led to many more new scientific and medical developments, but along with this came a surprising discovery that the role of proteins (which determine almost all cell functions) only account for a small percentage of the genetic information encoded in DNA, contrary to what was previously thought.

    "This has created a diversity of computational problems requiring applied mathematics to investigate. Among these include: statistical analysis of biochemical data (microarrays, sequencing data), modelling and simulation of RNA and protein folding, establishing different types of interaction networks (RNAs-proteins, proteins-proteins), and a variety of visualisation tasks (for example microarray data, folded structures, interaction networks).


We’ll carefully manage any future changes to courses, or the support and other services available to you, if these are necessary because of things like changes to government health and safety advice, or any changes to the law.

Any decisions will be taken in line with both external advice and the University’s Regulations which include information on this.

Our priority will always be to maintain academic standards and quality so that your learning outcomes are not affected by any adjustments that we may have to make.

At all times we’ll aim to keep you well informed of how we may need to respond to changing circumstances, and about support that we’ll provide to you.

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