There was an entire spectrum of student responses on the question of whether participation in this class effected their confidence in their ability to do mathematics.

One student indicated that constantly struggling to do the problems, with only partial success, actually resulted in a decrease in confidence.

Another thought that it had not without amplification, while another stated that his/her confidence was high at the outset of the course and so it did not make much difference. Did leave with the view that "Think I can tackle any probem" and also mentioned that the course left him/her "more into it, know (problem solving) better."

Another student thought their confidence was about they same or perhaps boosted somewhat because of the variety of problems that had been seen.

Yet there was another student who suggesed he/she was "pretty confident coming into class." Noneless their confidence with respect to specific types of problems had increased, for example, with geometry, modeling. Also, as a consequence of the class this student stated "I am more willing to tackle such problems."

Another students said, "A bit in applying the math I learned. My ability to communicate has improved and I am better able to explain what I am trying to do."

One of the two students who was not a math major gave this response: "Definitely. On the first day when everyone said they were a math major I thought 'I suck.' I didn't feel that I was good at math. But I was encouraged by the instructor who told me to express my ideas."

"Oh yeah. I never felt comfortable working with other people. Working on problems built confidence. I felt good in the groups."

"More confident. The class contributed to this greater sense throug the understanding it fostered."

"Yes, no doubt. It increased. I am not now intimidated by problems, for example, Putnam problems."

"Sure. I am more driven to try different things."