All the students stated thought that they had more opportunity to discuss mathematics in the problem solving course then in previous or current classes. Students felt that there was frequent opportunity to engage in mathematical conversation and that it was an everyday occurance. Excepts follow:

"The group work in Math 30 was good but not an in-depth thing. The experience of working in groups did not lead to deep conversations about math but was supeficial. In previous courses we could ask questions but not more. In my current course, Math 23B (multivariable calculus) there is no math talk. Last week a girl asked a question about integrals and the instructor deferred it to office hours."

"(Math 30 is a) great place to talk about mathematics. I liked it. Almost every day we would run over (the time) and on one was eager to leave. It was an enjoyable environment. I liked the group work. Previous courses didn't offer this as much, there was lots in math 30. Currently there is little discussion in my classes."

"In other classes the discussion was out of class. There was much more discussion as contrasted to listening to math in Math 30. We discussed math with a wider array of people and topics in Math 30 and learned many different perspectives. There was quite a bit of (talking) in Math 30. In senior seminar there is quite a bit of talking, for example, critiquing other students presentations. It is more one-on-one than Math 30."

"(Math 30) allowed me to talk with people who enjoyed math. There was frequent or significant opportunity to engage in mathmatical discussions. In previous courses I didn' talk quite as much. In sections we would often ask 'How do I do the homework?' and there was little talk. In my current class, differential equations there is not a lot of talking we just read the book and do the homework. In senior seminar there is a bit more, all the students have taken different math courses."

"(In Math 30 we) talked about math everyday. This intrigued me to continue doing math. In my only previous course, calculus, we didn't get to talk about problems. We could ask questions if we didn't understand terminology. In my current class I personally talk math with another student from Math 30 and we sometimes bring other people into the conversation."

"There was lots of talking in Math 30. I was one of the students that was less math educated. I learned alot. I got to preview other math. I started talking to upper division friends and now I have lots of math talks with other students. In previous courses there was very little talk. In my current course I talk with another student from Math 30. Would talk to the teacher or TA but that is sometimes intimidating."

"It is black and white. In most other classes we have assigned problems from the text and examination. There are TA sections but I don't go. There was quite a bit of talk in Math 30. We were able to sit around for an hour and talk math. In the later part of the class we broke up according to our interest in a particular problem rather than by our level of math and I got to interact with upper division students."

"(Math 30 was) one of the first times I got to talk math. Class really focused on group work. We learned a lot of terms. Group work is where it is at, with guidance. There was more theory in Math 30 than my previous courses which were all computational. In my current class abstract algebra is strictly a sit and listen to lecture course. It is difficult to get into conversation. In Analysis we watch the instructor do problems at the board. Now lots of conversation goes on informally and Math 30 contributed to this."

"Excellent chance to engage in discussion. Usually you don't get to compare ideas with other students. In other classes I usually talked afterwards, the class sparked conversation, in number theory and chaos. In my current class there is not so much discussion. Real analysis is a foreign language and I can't use the terms fluently."

"(Math 30 ) was definitely a safe intellectual environment. It took me two groups to learn that it was okay to ramble off suggestions. It was a huge experience to talk math especially as a woman. I didn't know the correct thing to say but by being in a group of similar background it wasn't intimidating. Sometimes I met other students outside of class and we got to know each other and became acquainted talking. I benefited at the end by working in groups of different knowledge. In previous courses I would talk with a friend but that was narrow and limited it was specifically about how to apply the templates to the homework. My current class isn't fun. Its, 'here is an example, memorize it and know how to do it.' There is no working with the problem."

"Good opportunity, though I often found that I was not comfortable speaking in my group butg when I did I found myself using math language. The group/class dynamic was more male oriented. I consider myself slow and I just wanted to do it by myself. My previous courses have been lecture courses. Didn't get to engage in discussion with peers. Any talk was just questioning, not discussing. In my current classes, senior seminar is not about discussion. Statistics is better."

"There was more opportunity in Math 30. We had time to work on problems sometimes for an entire class on just one problem."