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Durham University

Mathematics (3 years)

UCAS Code: G100

Bachelor of Science (with Honours) - BSc (Hons)

Entry requirements


Sorry, no information to show

About this course


Course option

3years

Full-time | 2019

Subject

Mathematics

The three-year BSc Mathematics course gives you the opportunity to study a wide range of mathematics topics, with a particularly large choice of modules in your final year. It will prepare you for many graduate jobs as well as for further study including the PGCE and many MSc courses in mathematics or related subjects. Our degree covers pure, applied, statistics and probability. You will cover the background to all areas in the first year, while in the second year you can begin to specialise if you want, allowing you to choose to fully specialise in one area, or to choose a broader range of modules in the third year. In your final year, you will develop your research and communication skills in the module Project III. Specific module availability may change slightly but currently the structure is as follows.

**Year 1**
The first year consists of 100 compulsory Mathematics credits: Analysis (20) / Linear Algebra (20) / Calculus (20) / Programming (10) / Dynamics (10) / Probability (10) / Statistics (10)
Together with a further 20 credits which can be chosen from: Discrete Mathematics (20) / Any other available Sciences, Arts and Social Sciences modules (subject to prerequisites and timetabling).

In the Mathematics modules, topics that may be familiar from A level (or equivalent) are expanded and developed to help you adjust to university life, providing a sound foundation for your Mathematics degree and enabling you to make informed choices when picking modules from second year onwards.

**Year 2**
In the second year you will choose six Maths modules.
You will take two compulsory modules: Complex Analysis / Analysis in Many Variables.
Together with modules from a range which includes: Numerical Analysis / Statistical Concepts / Mathematical Physics / Algebra / A combination of two shorter courses on a wide range of mathematical topics – Elementary Number Theory, Probability, Mathematical Modelling, Geometric Topology, Monte Carlo, Actuarial Mathematics, and Special Relativity and Electromagnetism.

At this stage you can begin to specialise in areas of pure mathematics, applied mathematics, statistics and probability although you can also maintain a wide range of options for the third year.

**Year 3**
In the third year you take Project III and also choose four taught modules from a wide choice of around 20 modules covering a variety of topics in areas such as algebra, geometry, topology, applied mathematics, mathematical physics, statistics and probability, together with options including Mathematical Finance and Mathematical Biology. Many of these topics are closely linked to and informed by current research. The Mathematics Teaching module involves studying issues related to school mathematics education, observing lessons in a secondary school, and also includes a project.

Project III is a more in-depth double module. The projects give you the opportunity to investigate a mathematical topic of interest, and you will produce a written report and give a short presentation. This develops your research and communication skills which are important for future employment or postgraduate studies.

**Study Abroad**
We are a part of the SOCRATES/ERASMUS programme which encourages students to study for part of their course in a university of another EU country. We have links with universities where courses are taught in French, German, Italian and Spanish – currently in Berlin, Bochum, Bologna, Chambery, Duisburg, Fribourg, Granada, Mons and Strasbourg. Admission to any of our partner universities via the Erasmus programme is contingent upon admittance by the host institution, availability of places, suitable modules in the corresponding academic year, and renewal of requisite exchange agreements.

For more information on this course, please see our website.

Modules

For more information on the content of this course, including module details, please see our website.

The Uni


Course locations:

St Mary's

Trevelyan

St Aidan's

Grey

No college preference

George Stephenson College

St Cuthbert's

St John's

University

Hatfield

St Chad's

Josephine Butler College

John Snow College

Van Mildert

Collingwood

St Hild and St Bede

Department:

Mathematical Sciences

TEF rating:

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What students say


We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.

80%
med
Mathematics

How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.

Mathematics

Teaching and learning

74%
Staff make the subject interesting
86%
Staff are good at explaining things
87%
Ideas and concepts are explored in-depth
64%
Opportunities to apply what I've learned

Assessment and feedback

Feedback on work has been timely
Feedback on work has been helpful
Staff are contactable when needed
Good advice available when making study choices

Resources and organisation

85%
Library resources
83%
IT resources
90%
Course specific equipment and facilities
83%
Course is well organised and has run smoothly

Student voice

Staff value students' opinions

Who studies this subject and how do they get on?

87%
UK students
13%
International students
65%
Male students
35%
Female students
82%
2:1 or above
4%
Drop out rate

Most popular A-Levels studied (and grade achieved)

A*
A*
A

After graduation


The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Mathematics

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

£28,000
high
Average annual salary
96%
med
Employed or in further education
92%
med
Employed in a role where degree was essential or beneficial

Top job areas of graduates

42%
Business, research and administrative professionals
13%
Business, finance and related associate professionals
13%
Information technology and telecommunications professionals
What do graduate employment figures really tell you?

Want to feel needed? This is one of the most flexible degrees of all and with so much of modern work being based on data, there are options everywhere for maths graduates. With all that training in handling figures, it's hardly surprising that a lot of maths graduates go into well-paid jobs in the IT or finance industries, and last year, a maths graduate in London could expect a very respectable average starting salary of £27k. And we're always short of teachers in maths, so that is an excellent option for anyone wanting to help the next generation. And if you want a research job, you'll want a doctorate — and a really good maths doctorate will get you all sorts of interest from academia and finance — and might secure some of the highest salaries going for new leavers from university.

What about your long term prospects?

Looking further ahead, below is a rough guide for what graduates went on to earn.

Mathematics

The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.

£26k

£26k

£33k

£33k

£39k

£39k

Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.

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This is the percentage of applicants to this course who received an offer last year, through Ucas.

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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Course location and department:

This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Teaching Excellence Framework (TEF):

We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

We calculate a mean rating of all responses to indicate whether this is high, medium or low compared to the same subject area at other universities.

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This information is from the Higher Education Statistics Agency (HESA).

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

Have a question about this info? Learn more here

Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

Have a question about this info? Learn more here

The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

Have a question about this info? Learn more here