Research Interests in Mathematical Music Theory

My interests are deterministic modeling of music analysis and structure and computational music analysis. I am particularly interested in modeling motivic (melodic) structure and analysis of musical compositions through a topological approach.

The motivic analysis of a music composition consists of identifying the short melody, called a motif, that units the composition through its strict repetitions, the so-called imitations, and its variations and transformations which are heard throughout the whole composition. Mainly using group theory, linear algebra and general topology concepts, we construct a (T_0-) topological structure corresponding to the motivic hierarchy of a composition. Our (computationnal topology) implementation (JAVA) , called Melos , can analyze music compositions such as Schumann’s Träumerei from Kinderszenen .

My ongoing interdisciplinary research mainly concerns:

• Concrete applications to a music corpus (recent works include Brahms’ Op.51 No.1 and Schumann’s Kinderszenen)

• A categorical extension of our model including e.g. continuous functions between two motivic spaces, products of different spaces, natural transformations (gestalt spaces);

• Visualisation of Melos’ multiple outputs in order to show and hear, and to explore mathematics and music results: now in our OM-Melos tool (see Buteau & Vipperman (2008));

• Cognitive experiments on melodic similarity in order to fix some parameters in the topological model.

 

Publications (selection)

• Buteau, C., & C. Agnagnostopoulou (2012): Mathematical and Computational Modeling Within a Music Analysis Framework: Motivic Topologies as a Case Study. In Journal of Mathematics and Music, 6 (1),pp. 1-16.

• Buteau, C., with K. Adiloglu, O. Lartillot, C. Anagnostopoulou (2009):Computational Analysis Workshop: Comparing Four  Approaches to Melodic Analysis. In Communications in Computer and Information Science Series (37), Klouche, T.,  Noll, T. (eds), Springer, 247-249.

• Buteau, C. & G. Mazzola (2008): Motivic Analysis Regarding Rudolph Réti: Formalization Within A Mathematical Model. In Journal of Mathematics and Music, 2 (3), pp. 117-134.

• Buteau, C., J. Vipperman (2008): Representations of Motivic Spaces of a Score in OpenMusic. Journal of Mathematics and Music for the special issue on Computations, Vol. 2 (2), pp. 61-79.

• Buteau, C. & Anagnostopoulou, C. (2008): Computational Analysis Workshop Introduction: First movement of Brahms’ Op 51 No 1 and an Overview of the Proposed Computational Approaches. Paper presented at Séminaire MaMuX: Mathématiques, musique et relations avec d’autres disciplines for the session on Computational Music Analysis: Ircam, Paris (France), April 2008.

• Buteau, C. (2005): Topological Motive Spaces, and Mappings of Scores’ motivic Evolution Trees , Grazer Mathematische Berichte, ISSN 1016—7692, H. Fripertinger & L. Reich (Eds.), pp. 27-54.

• Buteau, C. (2004): Motivic Spaces of Scores through RUBATO’s MeloTopRUBETTE, in Perspectives in Mathematical and Computational Music Theory, Mazzola, G., Th. Noll, and E. Lluis-Puebla (eds.), Verlag epOs-Music, Osnabrück, pp.330-342.
• Buteau, C. and G. Mazzola (2000): From Contour Similarity to Motivic Topologies , European Society for Cognitive Sciences of Music (ESCOM), Vol IV (2), pp.125-149.
  

 

Key Words: Topology, Modeling, Topological Model, T_0-space, Computational Topology, Weight Functions, Modeling Music Concepts, Motivic Analysis of Music, Melodic Similarity, Contour Similarity, Mathematical Music Theory, Formalization of Music Concepts, Rudolph Réti, Automatic Analysis, Motivic Structure of Music, Motivic Evolution Tree, Gestalt Space.

 

Research Interests in Mathematics Education

My main interests in mathematics education are the use of technology in teaching and learning mathematics, and mathematics teacher education. I’m also interested in developing tools using music for the exploration of mathematics concepts.

I am currently involved in three research projects:

1. Together with Dr. Daniel Jarvis (Faculty of Education, Nipissing University) and Zsolt Lavicza (Faculty of Education, University of Cambridge, UK), we have initiated (funded by SSHRC International Opportunities Fund Grants, 2007 – 2010) an international research project about the integration of Computer Algebra Systems (CAS)-based technology in undergraduate mathematics teaching. Our current research project includes three main parts: (1) a comprehensive literature review; (2) a national survey on Canadian mathematicians practices; and (3) two case studies of mathematics departments that have integrated and sustained over time the use of technology in its teaching. Related to our project, a Canadian Mathematical Society (CMS) meeting session was recently organized (CMS Winter 2008 Meeting, Ottawa, December 2008): Technology Use in Post-Secondary Mathematics Instruction.
2. Together with Dr. Joyce Mgombelo (Faculty of Education, Brock University), we have initiated (internally funded) a project aiming at investigating ‘Prospective Secondary Mathematics Teachers Repositioning, with Respect to Mathematics and Mathematics Didactics, by Designing and Implementing Mathematics Learning Objects ‘. The project addresses the need for a better understanding of how prospective teachers of secondary school mathematics are shaped by their learning experiences during their undergraduate education. In traditional secondary school mathematics teacher education programs, students learn mathematics content in departments of mathematics and mathematics didactics in faculties of education. This division creates problems clearly identified by previous research (Adler & Davis, 2006), such as students missing connections between academic mathematics and mathematics didactics (Fernandez, 2006). In addition, in most programs students spend their first years of education focusing exclusively on acquiring subject matter knowledge and do not focus on teaching as a practice until their final years, which narrows the time devoted to didactics considerably and contributes to the disconnect between mathematics content and didactics.
   Our project addresses the division between mathematics content and didactic practices, integrates didactics and mathematics content in prospective teachers’ first years of education. It will create new tools to map changes in learning that future researchers can utilize, and will broaden the understanding of how departments of both mathematics and education can create programs that produce highly effective mathematics teachers.
   The project reinforces the rich tradition of Brock Department of Mathematics of being actively involved with mathematics teacher education.
3. Together with Eric Muller (Department of Mathematics, Brock University), we have been mainly working on practitioner reflections about the impact of Brock’s Mathematics Integrated with Computers and Applications (MICA) core undergraduate mathematics program on student mathematics learning. Our recent work concerns the student development process (task analysis) of the activity of designing, implementing, and using mathematics ” Exploratory and Learning Objects” (done by our students in our 1st and 2nd year courses, MICA I and MICA II ):

” An Exploratory Object is an interactive and dynamic computer-based model or tool that capitalizes on visualization and is developed to explore a mathematical concept or conjecture, or a real-world situation

and,

A Learning Object is an interactive and dynamic computer-based environment that engages a learner through a game or activity and that guides him/her in a stepwise development towards an understanding of a mathematical concept.” (Muller, Buteau, Ralph, Mgombelo, in press, p.5)

 

Publications (selection)

Research Projects with Students

A Literature Review on the Use of Computer Algebra Systems in University Mathematics Instruction
Neil Marshall (ongoing since Summer 2008)

Explicit (Mathematical) Motivic Analyses through Melos
John Vipperman (Summer 2006)

Visualizing Melos Output in the software OpenMusic
John Vipperman (Fall 2005 – 2006)

Extending the program Melos (JAVA)
Krishnendu Goswami (Winter 2006)
Teodora Dobrila (Fall 2005)

Designing a “ Mathematics and Music ” Website
Kaan Ersan (Fall2006 – Winter 2007) &  Peter Gomes* (Summer 2006 – Winter 2007)
Chris Roy (Winter 2006)
Teodora Dobrila (Fall 2005)
Pascal Comte (Summer 2005)

Thesis Supervision

Amanjot Toor** (2007-08): Gender Equity in Undergraduate Mathematics Curricula, Honour’s Thesis, Brock University (Canada).
Jennifer Corbett** (2006-07): Recreational Math Clubs for Elementary and Secondary Schools, Honour’s Thesis, Brock University (Canada).
Sarah Camillieri ** (2006-07): Fantasy Fractions Learning Object: A Collaborative Grade 5 Class Project, Honour’s Thesis, Brock University (Canada).
Denis Poulin*** (2004-05): Topologie musicale, Final BSc Project, Université Laval, Québec (Canada).

Footnotes:
Footnotes: * under the supervision of Michael Laurence (Multimedia Production & Innovation Centre, Brock University) ** co-supervision with Dr. Joyce Mgombelo (Faculty of Education, Brock University) *** co-supervision with Dr. Charles Cassidy (Université Laval)

Refereed Journal Papers

• Mgombelo, J. & Buteau, C. (2012): Learning Mathematics for Teaching Through Designing, Implementing, and Testing Learning Objects. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal, Vol 3. 16pp.

• Buteau, C., & C. Agnagnostopoulou (2012): Mathematical and Computational Modeling Within a Music Analysis Framework: Motivic Topologies as a Case Study. In Journal of Mathematics and Music, 6 (1),pp. 1-16.

• Marshall, N., C. Buteau, D.H. Jarvis & Z. Lavicza (2012). Do mathematicians integrate Computer Algebra Systems in university teaching? Comparing a literature review to an international survey study. Computers & Education, 48 (1), pp. 423-434.

• Buteau, C., Marshall, N., Jarvis, D. H, & Lavicza, Z. (2010). Integrating Computer Algebra Systems in post-secondary mathematics education: Preliminary results of a literature review. In International Journal for Technology in Mathematics Education, 17(2), 57-68.

• Muller, E., Buteau, C., Ralph, B., Mgombelo, J. (2009): Learning mathematics through the design and implementation of Exploratory and Learning Objects. In International Journal for Technology in Mathematics Education , 16 (2), pp. 63-74.

• Muller, E., Buteau, C., Klincsik M., Perjési-Hámori I. & Sárvári C. (2009): Systemic integration of evolving technologies in undergraduate mathematics education and its impact on student retention. InInternational Journal of Mathematical Education in Science and Technology , 40 (1), pp. 139-155.

• Mgombelo, J. & Buteau, C. (2009): Prospective Secondary Mathematics Teachers Repositioning by Designing, Implementing and Testing Learning Objects: A Conceptual Framework. In International Journal of Mathematical Education in Science and Technology, 40 (8), 1051-1068

• Buteau, C. & G. Mazzola (2008): Motivic Analysis Regarding Rudolph Réti: Formalization Within A Mathematical Model. In Journal of Mathematics and Music , 2(3), pp. 117-134.

• Buteau, C., J. Vipperman (2008): Representations of Motivic Spaces of a Score in OpenMusic. In Journal of Mathematics and Music for the special issue on Computations, Vol. 2 (2), pp. 61-79.

• Buteau, C. (2005): Topological Motive Spaces, and Mappings of Scores’ motivic Evolution Trees . In Grazer Mathematische Berichte , ISSN 1016—7692, H. Fripertinger & L. Reich (Eds.), pp. 27-54.

• Buteau, C. (2004): Motivic Spaces of Scores through RUBATO’s MeloTopRUBETTE. in Perspectives in Mathematical and Computational Music Theory , Mazzola, G., Th. Noll, and E. Lluis-Puebla (eds.), Verlag epOs-Music, Osnabrück, pp.330-342.

• Buteau, C. (2001): Reciprocity between Presence and Content Functions on a Motivic Composition Space . In Tatra Mt.Math.Publ. 23, pp. 17-45.

• Buteau, C. and G. Mazzola (2000): From Contour Similarity to Motivic Topologies . In Musicae Scientiae, European Society for Cognitive Sciences of Music (ESCOM), Vol IV (2), pp.125-149.

 

Refereed Book Chapter Contributions

• Buteau, C., & Muller, E. (2014). Teaching Roles in a Technology Intensive Core Undergraduate Mathematics Course. In A. Clark-Wilson, O. Robutti, N. Sinclair (eds): The Mathematics Teacher in the Digital Era(pp. 163-185). Springer Netherlands.

• Assude, T., Buteau, C., & Forgasz, H. (2010). Factors Influencing Implementation of Technology-Rich Mathematics Curriculum. In L. H. Son, N. Sinclair, J.-B. Lagrange, & C. Hoyles (Eds.), Mathematics Education and Technology —Rethinking the terrain: The 17th ICMI Study. New York: Springer, 405-419.

• Vale, C. & Julie, C. with Buteau, C., and Ridgeway, J. (2010). Implementation of technology-rich mathematics curricula: issues of access and equity. In L. H. Son, N. Sinclair, J.-B. Lagrange, & C. Hoyles (Eds.), Mathematics Education and Technology —Rethinking the terrain: The 17th ICMI Study. New York: Springer, 349-360.

• Mazzola, G., with Göller, S. & Müller, S. (2002). The Topos of MusicGeometric logic of concepts, theory, and performance. Contributing author in Chapter 22: Motif Gestalts (pp. 465-498). Basel, Switzerland: Birkhäuser.

Refereed Conference Proceedings Papers

• Buteau, C. & Muller, E. (forthcoming). Systemic integration of programming in undergraduate mathematics: from implementation to theory. International Congress on Mathematical Education 2016, Hamburg (Germany).

• Buteau, C. (2016). Undergraduates Learning of Programming for Simulation and Investigation of Mathematics Concepts and Real-World Modelling. Online proceedings of Didactics of Mathematics in Higher Education as a Scientific Discipline, Hannover (Germany), December 2015.

• Buteau, C., Marshall, N., & Muller, E. (2014). Learning university mathematics by creating and using fourteen ‘microworlds’. In G. Futschek & C. Kynigos (Eds.), Constructionism  and Creativity. Proceedings of the 3rd International Constructionism Conference 2014 (pp. 401-406). Vienna, Austria: Österreichische Computer Gesellschaft (OCG). Click here for screen shots complementary to this paper manuscript.

• Buteau, C., Marshall, N., & Muller, E. (2014). Perception on the Nature of Core University Mathematics Microworld-Based Courses, . In G. Futschek & C. Kynigos (Eds.), Constructionism  and Creativity. Proceedings of the 3rd International Constructionism Conference 2014 (pp. 379-389). Vienna, Austria: Österreichische Computer Gesellschaft (OCG).

• Buteau, C., Muller, E., & Marshall, N. (2014). Competencies Developed by University Students in Microworld-type Core Mathematics Courses. In Proceedings of Joint Meeting Int. Group Psychology Mathematics Education (PME 38), Vancouver, Canada, 2014, pp. 209-18.

• Marshall, N., Buteau, C. & E. Muller (2013): Exploratory Objects and Microworlds in University Mathematics Education. In Proceedings of the 11th International Conference on Technology in Mathematics Teaching, Bari (Italy), 187-193.

• Muller, E., & C. Buteau (2012). An Innovative Integration of Evolving Technologies in Undergraduate Mathematics Education. In Essays on Mathematics and Statistics, Vol. 2, Akis, V. (Ed.), Athens Institute for Education and Research (publisher), 117-122.

• Jarvis, D. H., Z. Lavicza & C. Buteau (2012): Computer Algebra System (CAS) Usage and Sustainability in University Mathematics Instruction: Findings from an International Study. International Congress on Mathematical Education 2012, Seoul, Korea

• Buteau, C., & C. Agnagnostopoulou (2011). Motivic Topologies: Mathematical and Computational Modelling in Music Analysis. In Mathematics and Computation in Music III, C. Agon, M. Andreatta, G. Assayag, E. Amiot, J. Bresson, &  J. Mandereau (eds), Communications in Computer and Information Science Series, 6726, 330-333.

• Jarvis, D. H., Lavicza, Z., & Buteau, C. (July 2009). Computer Algebra Systems (CAS) in university mathematics instruction: Highlights from a research study investigating CAS technology usage and sustainability. In digital proceedings of the The Ninth International Conference on Technology in Mathematics Teaching (ICTMT9), Metz, France.

• Buteau, C., J. Vipperman (2009): Melodic Clustering Within Motivic Spaces: Visualization in OpenMusic and Application to Schumann’s Träumerei. In Communications in Computerand Information Science Series (37), Klouche, T.,  Noll, T. (eds), Springer, 59-66.

• Buteau, C., with K. Adiloglu, O. Lartillot, C. Anagnostopoulou (2009): Computational Analysis Workshop: Comparing Four  Approaches to Melodic Analysis. In Communications in Computer and Information Science Series (37), Klouche, T.,  Noll, T. (eds), Springer, 247-249.

• Buteau, C. & E. Muller (2010): Student Development Process of Designing and Implementing Exploratory and Learning Objects. In Proceedings of the Sixth Conference of European Research in Mathematics Education 
Lyon, France – Jan. 28th – Feb. 1, 2009, 1111-1120.

• Buteau, C., Jarvis, D., Lavicza, Z. & Marshall, N. (2010): Issues in Integrating CAS in Post-Secondary Education – A Literature Review. In Proceedings of the Sixth Conference of European Research in Mathematics Education 
Lyon, France – Jan.28th – Feb. 1, 2009, 1181-1190. (paper presented by Z. Lavicza)

• Mgombelo, J. & Buteau, C. (2010): Mathematics Teacher Education Research and Practice: Researching Inside the MICA Program. In Proceedings of the Sixth Conference of European Research in Mathematics Education (CERME 6), 
Lyon (France), 2009, 1901-1910. (paper presented by J. Mgombelo)

• Muller, E., & Buteau, C. (accepted). An innovative integration of evolving technologies in undergraduate mathematics education. In Athens Institute for Education and Research publications, 5 pp. (paper presented by E. Muller)

• Jarvis, D., Lavicza, Z., & Buteau, C. (2008): Computer Algebra Systems (CAS) in University Mathematics Instruction: A Preliminary Research Report Investigating CAS Technology Usage and Sustainability. In on-line proceedings of the 11th Annual Conference on Research in Undergraduate Mathematics Education (RUME). San Diego (USA), 11 pp. (paper presented by D. Jarvis)

• Buteau, C.(2006): Melodic Clustering Within Topological Spaces of Schumann’s Träumerei. in Proceedings of the International Computer Music Conference 2006, New Orleans, pp.104-10, 2006.

• Buteau, C. & Muller, E. (2006). Evolving technologies integrated into undergraduate mathematics education . In L. H. Son, N. Sinclair, J. B. Lagrange, & C. Hoyles (Eds.), Proceedings for the Seventeenth ICMI Study Conference: Digital Technologies and Mathematics Teaching and Learning: Revisiting the Terrain, Hanoi University of Technology, 3rd-8th December, 2006, Hanoi (Vietnam) (c42)[CD-ROM], 8 pp.

• Muller, E. and C. Buteau (2006): Un nouveau rôle de l’informatique dans la formation initiale des enseignants . In Bednarz, N., Mary, C. (Eds.), “L’enseignement des mathématiques face aux défis de l’école et des communautés”, Actes du colloque EMF 2006, Sherbrooke: Éditions du CRP [CD-ROM], 17 pp.

• Buteau, C. (2005): Automatic Motivic Analysis including Melodic Similarity for Different Contour Cardinalities: Application to Schumann’s Of Foreign Lands and People. In Proceedings of the International Computer Music Conference, Barcelona (Spain), pp.239-242, 2005.

Refereed Conference Program Paper

• Lavicza, Z., Jarvis, D., & Buteau, C. (2008). CAS-based technology in university mathematics teaching: Exploring issues of teacher beliefs, implementation obstacles, and cultural differences, in on-line program of The 11th International Congress on Mathematical Education (ICME).Monterrey (Mexico), 2008, 6 pp. (paper presented by D. Jarvis)

Refereed Conference Abstract

• Buteau, C., Broley, L. & Muller, E. (2014). E-Brock Bugs©: An Epsitemic Math Computer Game. Accepted for presentation at Joint Meeting of the International Group for the Psychology of Mathematics Education (PME 38) and the North American Chapter of the Psychology of Mathematics Education (PME-NA 36), July 2014, Vancouver, Canada.
• Mgombelo, J., & Buteau, C. (2006): Establishing a Mathematics Learning Community in the Study of Mathematics for Teaching, in Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (PME), Prague (Czech Republic), 2006, p. 301.(paper presented by J. Mgombelo)

Publication in Society’s Official Newsletter

• Buteau, C., & Lovric, M. (2015). Undergraduate Math Curriculum in 21^stCentury: Dictated by the Job Market? Canadian Mathematical Society Note, 47(2), 10-12.

• Buteau, C., Jarvis, D. & Lavicza Z. (2014). About your Use of Computer Algebra Systems in University Teaching: A Canadian Survey. Canadian Mathematical Society Note, 46(4), 8.

• Buteau, C., Hardy, N., & Mgombelo, J. (2014). Should (or does) mathematics education research inform our mathematics teaching practices? / Est-ce que la recherche en didactique des mathématiques informe (ou devrait informer) notre enseignement des maths? Canadian Mathematical Society Note, 46(6), 10-11.

• Buteau, C., D. Jarvis & Z. Lavicza (2011): Technology Use in Undergraduate Mathematics Teaching and Learning. Fields Notes, 11(2), pp. 10, 20.

• Jarvis, D. H., Buteau, C., & Lavicza, Z. (2010). Workshops at CRM and Fields on technology use in undergraduate mathematics. Canadian Mathematics Education Study Group Newsletter, 27(1), p. 4.

• Buteau, C., & Marchand, P. (2008): Interview with Patricia Marchand, Université de Sherbrooke. Canadian Mathematics Education Study Group Newsletter, 24(2), pp. 6-7.

• Marchand, P., & Buteau, C. (2008): Entrevue avec Chantal Buteau, Brock University. Canadian Mathematics Education Study Group Newsletter , 24(2), pp. 3-5.

• Ben-El-Mechaiekh, H., Buteau, C., Ralph, B. (2007): MICA: A Novel Direction in Undergraduate Mathematics Teaching. Canadian Mathematics Society Note, V.39 (6).

Non-Refereed Conference Working Group Report

• Buteau, C. & N. Sinclair  (2013). Technology and Mathematics Teachers (k-16). In the Proceedings of the Canadian Mathematics Education Study Group (CMESG) 2012 annual meeting, Ste-Foy (Canada), May 2012, pp. 95-100.

• Buteau, C., Etchecopar, P. & Gadanidis, G. (2009): New mathematical and information technology use in post-secondary education . Working group report in the Proceedings for the CMESG (Canadian Mathematics Education Study Group) 2008 annual meeting , Sherbrooke (Canada), May 2008, pp. 65-74.

Non-Refereed Paper in Journal Special Issue

• Anagnostoupoulo & C. Buteau (2010): Introduction. Can computational music analysis be both musical and computational? Journal of Mathematics and Music for the special issue Computational Music Theory, C. Anagnostoupoulo & C. Buteau (eds), 4 (2), pp. 75-83.

Non-Refereed Symposium Proceedings Papers

• Buteau, C., Muller, E., & Ralph, B (2015). Integration of Programming in the Undergraduate Mathematics Program at Brock University. In the Online Proceedings of Math+Coding Symposium, London (Ontario), June 2015.

• Buteau, C. (2005):  Mathematics and Music,  proceeding for the CMESG (Canadian Mathematics Education Study Group) annual meeting, Ottawa (Canada), May 2005, pp.75-82.

• Buteau, C.: RUBATO’s MeloTopRubette for Topological Analysis of Melodic Paradigms , in Proceeding of the Second Conference of Understanding and Creating Music, Caserta (Italy), November 2002, 14 pp.

Non-Refereed Articles & Project Reports in Teacher Journals

• Buteau, C., Camilleri, S., Fodil, K., Lacroix, M.-E., Mgombelo, J. (2008): Fantasy Fractions: When a Grade 5 Class Creates Computer Mathematics Games, in The Ontario Mathematics Gazette , Vol. 46 (#3), March 2008, pp. 26-30.

• Buteau, C., Camilleri, S., Fodil, K., Lacroix, M.-E., Mgombelo, J. (2008): Fractions Fantastiques: Lorsqu’une classe de 5e année crée un jeu informatique de mathématiques, in Revue Envol, 143, Juin 2008, pp.19-23.

• Buteau, C. (2007): Technology in University Mathematics Instruction? At Brock, Yes!, in The Ontario Mathematics Gazette , Vol. 46 (#2), December 2007, pp. 26-27.

Scientific Popularization Article

• Buteau, C. (2008): Quelques liens entre musique et mathématiques , in Actes de la rencontre AMQ-printemps 2006, Sherbrooke, June 2006, pp. 43-49.

• Buteau, C. (2006): Another Summer’s Dalliance: The Musical Group , in The Ontario Mathematics Gazette, June 2006.

• Buteau C. (2000): Et si les maths nous aidaient à mieux comprendre la musique? in Mathématiques d’hier et d’aujourd’hui, Collection L’Astéroïde, Modulo-Éditeur, Mont-Royal, Canada, pp.91-96.

Past Teaching Assignments

• MATH 1P12 Introductory Linear Algebra
• MATH 1P40 Mathematics Integrated with Computers and Applications I
• MATH 1P97 Differential and Integral Methods
• MATH 1P98 Basic Statistical Methods
• MATH 2P12 Linear Algebra II
• MATH 2P95 Mathematics and Music
• MATH 4/5P96 Technology and Mathematics Education

• Learning Objects developed by the Department
• Learning Objects developed by Brock students