T. Tonev    TEACHING 
Calculus, Advanced Calculus,
Abstract Mathematics, Real Analysis, Complex
Variables, Functional Analysis, Uniform Algebras

1. Remember always that you are no longer in high school. The great majority of you, not having done so already, will have to discard high school notions of teaching and learning and replace them by universitylevel notions. This may be difficult, but it must happen sooner or later, so sooner is better. Our goal is more than just getting you to reproduce what was told to you in the classroom.
2. Expect to have material covered at two to three times the pace of high school. Above that, we aim for greater command of the material, especially the ability to apply what you have learned to new situations (when relevant).
3. Lecture time is at a premium, so it must be used effectively. You cannot be "taught" everything in the classroom. It is your responsibility to learn the material. Most of this learning must take place outside the classroom. You should be willing to put in two hours outside the classroom for each hour of class. That you must also learn on your own, outside the classroom, is the main feature that distinguishes university from high school.
4. The instructor's job is primarily to provide a framework, with some of the particulars, to guide you in doing your learning of the concepts and methods that comprise the material of the course. It is not to "program" you with isolated facts and problem types nor to monitor your progress.
5. You are expected to read the textbook for comprehension. It gives the detailed account of the material of the course. It also contains many examples of problems worked out, and these should be used to supplement those you see in the lecture. The textbook is not a novel, so the reading must often be slowgoing and careful. However, there is the clear advantage that you can read it at your own pace. Use pencil and paper to work through the material and to fill in ommitted steps.
6. As for when you engage the textbook, you have the following dichotomy:
a. [recommended for most students] Read for the first time the appropriate section(s) of the book before the material is presented in lecture. vThat is, come prepared for class. Then the fasterpaced universitystyle lecture will make more sense.
b. If you haven't looked at the book beforehand, try to pick up what you can from the lecture (absorb the general idea and/or take thorough notes) and count on sorting it out later while studying from the book outside the class.
Calculus 1 (Math 151)  01 S, 02 S, 02 F
(Honors), 03 F (Honors), 08 Sm
Calculus 2 (M 172/Math 153)  01 F, 03 S (Honors), 04 S (Honors), 07 S, 08 S, 12 S
Calculus 3 (M 173/Math 251)  00 F, 03 S, 05 S, 06 S, 06 F, 07 F, 08 S, 09 S, 09 F, 10 F, 11 S, 11 F, 12 F, 13 S, 13 F
Linear Algebra (M 221)  12 F
Applied Calculus (Math 150)  01 Sm, 04 Sm, 05 Sm
Intro to Abstract Math (Math 305)  03 F, 05 F, 08 F
Complex Analysis (M 472/Math 452)  02 S, 04 S, 07 S11 S, 12 S
Advanced Calculus (Math 351)  00 F, 01 S(+IS), 02 F, 04 F, 08 F
Intro to Real Analysis (M 473/Math 451)  01 F, 07 F, 11 F
Topology (Math 531)  05 F
Real Analysis (M 551/Math 551)  06 S, 10 F
Functional Analysis (Math 555)  04 F, 06 F, 09 S, 13 S
Topics in Analysis (Math 564)  05 S F
Ordinary Differential Equations  00 (UW)
Independent Study (Math 596)  06 S
Senior Project (Math 499)  03 F, 05 F
Analysis Seminar (Math 650)  01 F, 02 S, 03 S, 04 S, 04 F, 05 F, 06 F, 08 F, 10 F, 12 S