This assignment asks students to assess their participation in class over the course of the semester, supplying themselves with both a grade and comments. The self assessment is guided with five questions. Written by Mia Minnes for her Undergraduate Seminar in Logic at M.I.T.

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This assignment from the second week of Real Analysis (Fall 2009) prods students to think rigorously. It includes questions requiring students to translate notation and to learn to LaTeX a table. Developed by the 18.100C team, especially Joel Lewis and Craig Desjardins.

Read more →This assignment for a term paper asks students to propose a topic, list at least two sources, and provide an outline of the paper. Included in the assignment is a list of suggested term paper topics related to the focus of the undergraduate seminar: Kolmogorov complexity and algorithmic randomness. From Mia Minnes’ Undergraduate Seminar in Logic at M.I.T.

Read more →In this writing assignment from M.I.T.’s communication-intensive offering of Real Analysis, students choose 1 from among 3 (or so) proofs to write for their peers. The choice of problems varies each year depending on which problems have already been assigned for homework. We include the assignments from a few different years here to illustrate the range of problems assigned. It may be wise to warn students if some problems in an assignment are more challenging than others. For example, the Fall 11 assignment contains problems of different difficulty levels (“WritingAssignment2”). Many (but not all) of the problems come from Rudin.

Read more →This peer critique assignment includes a list of questions for students to consider as they critique each other’s writing. Included is a rubric that will be used to grade the peer critique. From MIT’s Principles of Applied Mathematics.

Read more →This peer critique assignment guides readers through the entire peer critique process: requesting specific feedback from peers, providing feedback to peers–including a summary comment and supporting constructive and positive comments, including the received critique with the revised paper, and a rubric that will be used to grade the peer critique. From Mia Minnes’ Undergraduate Seminar in Logic at M.I.T.

Read more →This concise assignment directs students to critique each other’s writing. Includes a rubric that will be used to grade the critique. From MIT’s communication-intensive offering of Real Analysis.

Read more →The logic exercises in this assignment require students to translate between formal notation and conceptual language, to learn to LaTeX a table, and to include a figure in a LaTeX document. The assignment is from the second week of M.I.T.’s communication-intensive offering of Real Analysis. It was developed by the 18.100C team, especially Todd Kemp and Joel Lewis.

Read more →The most advanced in a sequence of LaTeX exercises, this homework asks students to use LaTeX to create presentation slides that include an image with LaTeX labels. From MIT’s communication-intensive offering of Real Analysis.

Read more →Skeleton for journal articles to be published in M.I.T.’s Undergraduate Journal of Mathematics. The journal is no longer published, but this skeleton is still used in some of M.I.T.’s communication-intensive math classes. Save the style files as mathp2e.sty and thmp2e.sty (remove the final number from each name) and store them in the same folder as the .tex file.

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