This syllabus describes Mia Minnes’ Undergraduate Seminar in Mathematical Logic, in which students give the lectures. The topic of the seminar was Kolmogorov complexity and algorithmic randomness.

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These are the syllabus and list of suggested readings for the students’ seminars, from Fabrizio Zanello’s Spring 2011 Undergraduate Seminar in Discrete Mathematics. Some minor changes occurred during the course of the semester, including eliminating the last in-class quiz.

Read more →This syllabus describes Sami Assaf’s Undergraduate Seminar in Discrete Mathematics, in which students do the lecturing.

Read more →This schedule is for the weekly communication recitation that accompanies M.I.T.’s Real Analysis (Fall 2011 version).

Read more →This handout for educators provides a concise list of issues to consider when planning how to include communication in a mathematics course. Points cover both writing and presentations and address assignments, instruction and feedback, revision, assessment, peer critique, scheduling, etc.

Read more →This syllabus is for Andrew Snowden’s Undergraduate Seminar in Topology at MIT. Description This course is a seminar in topology. The main mathematical goal is to learn about the fundamental group, homology and cohomology. The main non-mathematical goal is to obtain experience giving math talks. Lectures will be delivered by the students, with two students speaking at each class. There are no exams. There will be some homework assignments and a final paper. Seminar leader Andrew Snowden e-mail: asnowden at math dot mit dot edu Office: 2-175 Office hours by appointment Time and location The seminar typically meets Monday, Wednesday

Read more →Here are some suggestions to consider as you design a math class that includes communication. Learning to communicate math vs. communicating to learn math As you plan the term, first ask yourself why you want to include communication in your math class. Do you want students to learn to communicate math effectively, in writing or orally? write or speak about math in order to better learn math? communicate about math to reduce math anxiety? communicate about math so you can assess their understanding? Your answer will shape your assignments as well as the instruction and feedback you provide. Helping students

Read more →[The following schedule is for Steven Kleiman’s 2010 Undergraduate Seminar in Computational Commutative Algebra and Algebraic Geometry, in which the students give the lectures. The main page for this course is here.] Homework: Problems with numbers between braces ({}) are to be written up formally in TeX and passed in by Thursday of the week after they are assigned; they may be emailed either in TeX form or dvi form directly to the TA. Assignments Date First lecture Second Lecture 1. T. 2/2 Steve Kleiman Sec. 1-1 p.5: 2, {6b} Steve Kleiman Sec. 1-2 p.12: {6}, 8, 10 2.

Read more →Computational algebra and algebraic geometry [The following notes are about Steven Kleiman’s 2010 Undergraduate Seminar in Computational Commutative Algebra and Algebraic Geometry, in which the students give the lectures. The main page for this course is here.] Prerequisites: {18.06, 18,700, or 18.701} plus {18.703 or 18.702} Descriptions of these courses can be found here. Text Book: “Ideals, Varieties, and Algorithms” by Cox, Little, and O’Shea, UTM Springer, third edition, 2007. Google books has most of the book online. You can find it HERE. Grades: – Based equally on classwork, homework, and the term paper; no exams or final. – Written

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