First part:

"Normal calculus problems, not many word problems, template problems, they get boring."

"Integrals. Lots of cookbook problems. Instructor does insert some good problems that have to use problem solving techniques to do."

"Problems like those illustrated by the instructor."

"Not applicable since I am taking math 194 and I define the problems I look at in writing my paper."

"There are both types of problems in my classes. Math 5 is a procedure class with not much thinking required. Math 194 is independent study and so the problems I look at are up to me, like looking at textbooks for a graduate course."

"In math 24 we are doing second degree differential equations which involves a lot of calculus. Math 194 is a self-defined project and there is lots of number theory in my investigation. We are doing research papers."

"In math 105 (real analysis) there are various proofs and novel problems. Try to look at what the instructor does and draw conclusions from it."

"The work in my independent study is really relevant. Going over sets of progressively more difficult problems in number theory."

"Math 23B (multiple variable calculus) is straightforward with mostly formulas and exercises. Math 115 (combinatorics) the Math 30 stuff really helped. Practice in Math 30 is applied in Math 115 where the problems are novel."

"Math 111A (abstract algebra) is lots of exercises with some novel problems. In my independent study in number theory there are lots of novel problems."

"Both classes (real analysis and abstract algebra) are mostly novel problems. It seems like every one has its own unique trick."

Second part:

"The class (second quarter calculus) is a lecture class with two sections a week. The sections allow you to probe and ask questions."

"Math 19B (second quarter calculus) is lots of lectures. It is backed up with theory. After taking Math 30 I have a higher standard of proof and want to know why does it work."

"In senior seminar we take turns listening to people talk about applications (of math). There are more concepts."

"(In Math 19B) we listen passively. There are 2 hour sections on Tuesday and Thursday where we can engage in conversation and discussion but there is not much discussion. In 19A we worked in groups. The TA would lecture and go over problems."

"Math 111A (abstract algebra) is a lecture course and there is little opportunity to be involved."

"Math 115 (Combinatorics) is a lecture course. Each class we look at a new idea or concept. The instructor presents proofs. There is a basic model. The instructor does take student ideas and class interaction is beginning. Math 23B (second quarter multivariable calculus) is a lecture course. There is the standard interaction, e.g. student questions directed at the instructor."

"The question is not applicable since I have an independent study though there is some discussion with the instructor but since I am responsible, by agreement, for my own learning, that is minimal."

"(In Math 105, Real Analysis) there is lots of emphasis on problems. We go over problems. The professor solves problems. There is some involvement of students. Instructor will aks if someone can do the problems and we can ask lots of questions."

"(In differential equations) there is no opportunity to be actively involved. In Math 194 (senior seminar) I will give a lecture on cryptography and students will be encouraged to ask questions."

"In Real Analysis learned mostly by doing problems with other students, there was not much lecturing my the instructor. Abstract Algebra was mostly lecture. Most of the learning comes from working with other students."