Students noted that the best aspects of the course were the helpful professor and TAs, as well as the lessons on different types of math. Students said that the textbook was hard to follow. They also found the homework assignments difficult and said that the TAs graded the homework harshly. However, the exams were not as difficult as the homework. Students suggested reading the textbook before class and studying the proofs to prepare for exams. This is a challenging course that requires logical and mathematical thinking. It provides good experience with proofs, which are needed for higher level math courses.

Students believed that the best aspect of this course was that everything stated in class as being on the exam was on the exam, and that there was no surprise content or concepts when they took the tests. Many students found that the lecture style was a bit fast paced, and that the lecture never strayed from the textbook, which meant that examples of the concepts were limited. Suggestions for improvement included providing more outside sources and examples to help demonstrate some of the more difficult concepts. Students also wanted a friendlier classroom environment in which they felt comfortable asking questions and participating in class. Prospective students should have some Calculus background and be prepared for a somewhat difficult math course that concentrates more on theory than equations. They should read the textbook to follow along with the lecture and attend the TA sessions to ask questions and get help on the homework.

Students appreciated the clarity of the instructor’s teaching style and her ability to make complex concepts understandable. They were less enthusiastic about the course’s lengthy homework assignments. Students thought the class could be improved with the addition of more example problems in lectures. Many students also disliked the class’s system for extra credit. Students thought it was important for people considering taking this class to know that the grade for the exams is not curved, and that there was an emphasis on using proofs in the course material.

The best aspects of this course included the examples presented by the instructor, the intriguing material, the instructor’s attentiveness to the students’ progress and comprehension of the content, and learning the basics of constructing functional, effective proofs. One student felt that the instructor concentrated too much on how proofs were solved via direct means and did not recognize students’ creative completion of difficult problems. Another student wished that al of the problem solutions had been posted for students. Suggestions included checking TAs grading systems for consistency and fairness, and clarifying the assignments when given out; many students felt they were vague. Prospective students should know that the course consists of creating and solving a lot of proofs, but that the content is fun and engaging, even if one doesn’t have an extensive background in mathematics.

This course features an effective instructor, subject matter that is interesting and intellectual y challenging, and the class is organized logically and efficiently. Many students made note of the logic inherent in the syl abus, homework, and exam schedule, with lectures closely related to the book. The worst aspects of the course were the time consuming homework, the proofs and definitions to memorize, and the classroom location (Olin). There was an almost even split between students who thought the class was too easy and those who thought the class was too hard. Some suggestions for improvement included grading the class with a curve, getting rid of the in class bonus points, and dividing the course between those familiar with the concepts (CS majors) and those not familiar, so the knowledge base of the students would be more evenly distributed. Prospective students should know the grades are not curved, there is a significant time commitment for homework, and the course is heavy on proofs.

The best aspect of the course was the engaging instructor who presented material in straightforward, organized lectures. Students felt that assignments were long and chal enging and found the textbook to be confusing. Exam questions were more chal enging than homework assignments and students found it difficult to complete exams within the time allotted. Suggestions for improvement included using TA run sections for going over problem sets and having more exam review sessions. Students also suggested that a larger grading curve be applied at the end of the semester. Prospective students should be prepared to dedicate time outside of class to understanding concepts, and to start assignments early. Class attendance and participation is important and beneficial.