‘18.02: Calculus’

Table of contents

  1. Course Info
  2. Realistic Prerequisites
  3. Subject Matter
  4. Course Staff
  5. Lectures
  6. Problem Sets
  7. Exams
  8. Resources
  9. Grading
  10. Advice to Future Students

Course Info

Class Size 491
Hours/Week 8.3 (190 responses)
Instructors Jeremy Hahn
Overall Rating 5.4/7.0

Realistic Prerequisites

  • The content of 18.01 was a necessary prerequisite.
  • Some recommended learning some basics of linear algebra before this course, but this is unnecessary.

Subject Matter

  • Students described 18.02 as foundational and applied.
  • Some disliked the inclusion of linear algebra in the course content.

Course Staff

  • TAs were very helpful and thoroughly explained concepts or questions students had.
  • Students expressed discomfort in asking the professor questions.


  • Most students believed that they learned from solving psets and going to lectures or reading the lecture notes.
  • Some students found the lectures to be fast-paced, but would look at notes before or after class to understand the material better.
  • A few students also mentioned office hours being helpful for asking questions.

Problem Sets

  • Students found the psets of mixed difficulty.
  • Students felt the problems required some creative thinking and were easier when collaborating with others.
  • Students spent 3-5 hours a week on the psets.


  • The exams were of mixed difficulty, as one was described as a time crunch, and another described as easier.
  • Students felt the lectures and practice exams prepared them for each exam.


  • Many used the lecture notes and lecture recordings.
  • Prof. Hahn referred students to another classmate’s unofficial notes about halfway through the course.
  • There was not a course textbook.


  • Students felt that grading was fair.

Advice to Future Students

  1. “Attend lecture! Even if you’ve taken a high school multi class, chances are there’s something in here that you haven’t learned before, or a better/different way to think about a problem, even if it just comes down to notation.”
  2. “Put in the extra work (recitation, listening in lecture) to understand why the theorems and equations work, and memorize all the equations.”