# 18.100B

## Table of contents

- Course Info
- Realistic Prerequisites
- Subject Matter
- Course Staff
- Lectures
- Problem Sets
- Exams
- Resources
- Grading
- Advice to Future Students
- Syllabus

## Course Info

Class Size | 52 |

Hours/Week | 8.9 (31 responses) |

Instructors | Tobias Colding (Lecturer), Katie Gravel (UA), Andrew Y. Lin (UA) |

# of Responses to Course 18 Underground Questions | 12/52 |

## Realistic Prerequisites

**Mathematical maturity**: some prior proof-writing experience (perhaps via the IAP proofs workshop or another course with a focus on proof-writing) is*highly recommended*, as the learning curve is quite steep.**Knowledge of calculus in a single variable is essential**(perhaps also calculus in several variables, but this is more of a soft prereq).

## Subject Matter

**Theoretical, broad and deep, abstract**. Could have been even more abstract, though – tended to focus mainly on the real line rather than higher-dimensional reals or a more general metric space.**The skills gained**(i.e. formulating proofs with a high level of rigor)**might be more important than much of the subject matter itself**.

## Course Staff

**Approachable**, very open to questions, and**accommodating**of extenuating circumstances.- Both the professor and the TAs were caring and helpful.

## Lectures

- Many students
**learned the most from the problem sets and from the TA’s office hours**, rather than from lectures. - Students tended to use the textbook as a
**secondary resource**when confused about parts of lectures. - Lectures were engaging and had good examples; the professor addressed all student questions.

## Problem Sets

**Challenging, but generally doable.**- Problems tended to be straightforward rather than requiring creativity.
- Lectures generally prepared students well for the psets.

## Exams

- Many students found timing to be an issue.
- The problems were
**on par with the psets difficulty-wise**. **Solving psets and knowing critical facts from lecture was helpful**.- Many students found the exams
**stressful**and**discouraging**, primarily due to a mismatch of difficulty level with time allotted.

## Resources

- Two textbooks (Rudin and TBB); it was nice to have two perspectives on the material.
- Some students found
**Rudin to be much more useful than class**. - It would’ve been nice to have lecture notes posted.

## Grading

- Grade cutoffs were
**not publicized**. - Students generally felt that grading was
**fair**and**consistent**. - “The professor seems to expect most people to get Bs and As.”

## Advice to Future Students

“I think it’s better for them topractice proof-writing before taking this class, orat least have an idea of how to write rigorous proofs. Also, they should ask themselves, ‘Do I really want to learn how real numbers are constructed, and calculus is formed?’’ If yes, then they should take the class.”“It is very rigorous!It can be a bit annoying, but it is a necessary challenge.”

## Syllabus

Click **here** for a PDF of this course’s syllabus.