Closeup of hand writing equations with chalk on a blackboard.


Math Pathways

Math Pathways Mission

The mission of Math Pathways at Rose State College is to ensure that students enroll in a General Education mathematics course that aligns with and applies to their field of study and the needs of their future careers. Once students enter their Math Pathway, the selected course(s) aims to foster quantitative reasoning and critical thinking skills in alignment with their chosen field of study.

The RSC Math Department currently offers three courses that satisfy the General Education requirement: General College Math (Non-STEM Pathway), Functions and Modeling (Functions Pathway), and College Algebra (STEM* Pathway). Each was developed to meet particular degree requirements.  To decide which one is best for you, compare each course’s design to the needs of your degree program.  If you are not certain about your degree, visit with your advisor to determine which pathway is best for you. 

Important:  Whichever course you choose, check that it will transfer to the four-year institution of your choice.  For the Oklahoma Regents Transfer Grid, visit this link.

Math Pathways FlowChart (PDF)

MATH 1473 – General College Math (Non-STEM Pathway)


MATH 0134 – Math Literacy, or MATH 0144 – Algebraic Literacy, or equivalent

Course Description

This course includes an exploration of various topics designed to give the student an appreciation of mathematics and to expose the student to mathematical problems within numerous disciplines. This course is not intended for students majoring in science, mathematics, computer science, and business.

MATH 1483 – Functions and Modeling (Functions Pathway)

Prerequisite  MATH 0144 – Algebraic Literacy or equivalent
Course Description  This course includes a study of equations and functions (linear, polynomial, rational, exponential, logarithmic) from various perspectives (symbolic, verbal, numerical, graphical) and digital techniques for graphing functions, solving equations, and modeling data using regressions. Students translate word problems and data sets into equations, graphs, and tables. Technology is used to help students solve and analyze the problems. This course is designed for students in agricultural, business, life/health science, or social science majors.

MATH 1513 – College Algebra (STEM Pathway)


MATH 0144 – Algebraic Literacy or equivalent

Course Description

This course includes a study of equations and functions (polynomial, rational, radical, exponential, and logarithmic) as well as systems of equations and is suitable for students subsequently taking the engineering calculus sequence.

MATH 1473 – General College Math (Non-STEM Pathway)


In this course, students learn from an examination of the general use of mathematics through hands-on projects. Students develop numeracy or math literacy using math skills to analyze and interpret real-world data, draw conclusions, and solve problems. Examples include:

  • Using measurements to determine a cost estimate for home repairs and remodeling;
  • Calculating the final cost when a discount is given;
  • Determining which is a greater value: cash back or a lower APR on an automobile purchase;
  • Deciding the monthly payment needed on a credit card purchase to avoid charge on a 24 month zero interest promotion;
  • Using unit price to determine which product and size to purchase to get the lowest cost;
  • Applying the logical thought of the principles of mathematics in everyday decision making.

MATH 1483 – Functions and Modeling (Functions Pathway)

 Rationale In this course, students work with real world application problems that relate to business, science, and the social sciences. Successful completion of Functions and Modeling prepares the student for the Business Calculus sequence. Examples include:
  • A business manager calculates the cost for employee turnover percentage in the year and the cost of adding additional employees to stores;
  • A forensics specialist uses functions and modeling to determine the size of a person based on the size of the femur;
  • A disease specialist uses functions and modeling, plugging in data gathered – such as size and frequency of bat litters to the levels of virus in their blood serum – to predict an infectious outbreak before it happens;
  • A famer uses functions and modeling to create supply and demand models to determine how different factors will affect how much he can charge for his produce.
  • MATH

MATH 1513 – College Algebra (STEM Pathway)

 Rationale In this course, students learn how to substitute letters for numbers to create equations that will find unknown values using known values. This skill is needed in the fields of hard sciences and engineering. Successful completion of College Algebra and Trigonometry is considered the equivalent of completing Precalculus and prepares the student for the engineering calculus sequence. Examples include:
  • Civil Engineers use algebra to calculate how much weight roads and structures can tolerate and their ability to hold up to extreme heat, high winds, and other natural elements;
  • Architects use algebra to ensure that their blueprints accurately depict the dimensions of a room, structure and other parts of a building by converting inches or fractions to feet or yards in accurate proportions;
  • Animators use linear algebra to show the way that an object is rotated and shifted and made larger and smaller—key actions in animation;
  • Computer Programmers use algebraic representations in coding and software design.

*STEM = Science, Technology, Engineering, Math