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\handout{feedback}{6.042 Midterm Survey}{October 13, 1994}

\bigskip

We'd like to know how you are finding 6.042.
Since the class is being taught for only the second time,
it is still being developed, and we'd like to hear your suggestions.
Please return this to us in lecture on Tuesday, October~18.

\bigskip


For each of the topics that we've covered, please tell us 
\begin{itemize}
\item How much you already knew:\\
	0=knew nothing; \ldots 5=knew it all.
\item How much you learned:\\
	0=learned nothing; \ldots 5=learned a lot.
\item How it was taught:\\
	0=did we cover that? 1=didn't understand a thing;
	2=somewhat confusing; \\3=taught adequately;  4=taught well;
	5=inspirational.
%	6=I immediately went to the library to read about it.
%	7=I have to become a theory grad student so I can TA this course.
%		(very good, Charles)
\item Whether you found it easy or difficult:
	0=trivial; \ldots 5=very tough.
\end{itemize}

You may give more than one answer if appropriate.\\
Please feel free to add your own comments wherever you like.\\

\begin{tabular}{|p{2.5in}||c|c|c|c|}
\hline
\multicolumn{1}{|c||}{Topic} & Knew & Learned & Taught & Difficulty \\ 
\hline\hline
Proofs. & \makebox[.75in]{} & \makebox[.75in]{} & \makebox[.75in]{} &
	\makebox[.75in]{} \\ \hline
Induction.&&&&\\\hline
Well ordering.&&&&\\\hline
Divisibility, gcd.&&&&\\\hline
Euclid's algorithm,

Diophantine equations.&&&&\\\hline
Logic.&&&&\\\hline
Graphs, trees.&&&&\\\hline
Relations.&&&&\\\hline
Equivalence relations, partitions.&&&&\\\hline
Composition of relations,

adjacency matrix representation.&&&&\\\hline
Functions (composition, 

injections, inverses, etc).&&&&\\\hline
Pigeonhole principle.&&&&\\\hline
Countability, uncountability.&&&&\\\hline
Asymptotic notation.&&&&\\ \hline
Summations.&&&&\\ \hline
\end{tabular}

\vspace{.2in}
Please tell us roughly what percentage of (1) lectures, (2) recitations, 
and (3) tutorials you've attended, and (4) what year you are.

\vspace{1in}

Have you found the tutorials helpful?  How so?

\vspace{1in}

How much learning do you do outside of the classroom (either reviewing
class notes, reading, or working on problem sets)?

\vspace{1in}

How do you find the pace of the class?  
(Steve thinks we're boring these MIT go-getters;
 Charles thinks we need to watch our speed.)

\vspace{1in}

How would you rate the difficulty of the problem sets?\\
How long do you spend working on a problem set?\\
(You may answer separately for each if they varied.)

\vspace{1in}

Please add anything else you'd like us to hear.


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