Students liked the class structure, in which students got to work on proofs and teach one another through the Inquiry Based Learning system. The students were engaged in thought-provoking discussions and worked together in groups to understand the material. The worst aspects of the course included the difficult and lengthy homework assignments, as well as the class pace, which was heavily content on student participation. Many students also felt that the class did not cover as much calculus material as was expected. The course would improve if more proofs and theorems were provided, and if more course content was covered more-in-depth. Prospective students should know that this somewhat intensive course is heavily based on class participation and requires a lot of review work.

Students praised this course saying the small class size helped them tackle a challenging field. However, students disliked the course’s workload, which was a ton of work. Suggestions for improvement included a desire for more support from the instructor. Prospective students should know that students universally considered the course difficult and that a strong math background was necessary.

Students praised this course for having a dedicated instructor who worked to make sure students understood the concepts covered in this course that combined individual work and opportunities for group discussions. Perceived issues with this course varied; however, most students found the course to be quite chal enging with a demanding learning curve. Suggestions for improvement largely centered on the pacing of the course with multiple students finding that the course rushed through some base concepts in order to cover a variety of topics. Prospective students should know that students found the course was challenging, making attendance to lectures and participation in group discussions necessary. Students also found that having some background in proofs or calculus was helpful.