Course Details and Feedback
Below is course info for a few recent classes that I’ve taught
College Algebra – Fall 2024
MATH 1050 at the University of Utah
63 students – fully in person
Description: Math 1050 is one half of the precalculus sequence at Utah. It covers the basics of functions, transformations, polynomial and rational functions, and log and exponential functions. The course finishes with a chapter on solving systems of equations using row reduction.
Some student comments:
- Professor Tribone was understanding of us as students and he was easy to relate to. Sometimes math is pretty daunting and he helped me understand concepts with his down to earth approach.
- Professor Tribone was amazing in Math 1050! He explained everything so clearly, made sure we knew exactly how grades worked, and was always quick to respond to emails with helpful answers. He also made it clear as to break down the concepts in a manner that we could piece together the problems that were asked of us to finish. Would definitely recommend and it is truly apparent on
how much he cares for the subject and the success of his students. - He cared and showed up every day wanting to teach us.
Foundations of Analysis II – Spring 2024
MATH 3220 at the University of Utah
35 students – fully in person
Description: Math 3220 is a second course in real analysis designed for undergraduate math majors. Its main focus is a proof based approach to multivariable calculus. I spent about a month on the basics of point-set topology at the beginning of the semester and tried, whenever possible, to expose the students to analysis in greater generality than Euclidean space.
I experimented with several teaching ideas during this course. I gave a one-problem T/F/”I don’t know” quiz at the beginning of every class. These acted both as a rough attendance check and an incentive to keep up with the material (especially definitions). I also gave bi-weekly half group-work/half independent “proof-writing” quizzes. The idea was that the students would work together on one proof for around 25 minutes, focusing on writing a neat and rigorous proof. They would then work on a similar problem on their own, again focusing on proof writing skills (not necessarily problem solving). This went reasonably well but would be better in a course with longer class periods.
Some student comments:
- The classroom environment was very open, as the professor would frequently make time to stop and answer any questions that would come up. The students taking the class were all very friendly and most of us are in the same boat in regards to backgrounds, which helped with making some lasting relationships for the course’s duration, and hopefully after it concludes.
- I thought the way quizzes were handled was very useful for preparing me for exams. The group work component allowed us to resolve questions amongst ourselves (and ask Tim clarifying questions) thus lowering the stress of taking the quizzes themselves. Which in turn were good references/practice for the exam.
- Professor Tribone is one of the best Math instructors I’ve really ever had. His course is very well structured and he is always very willing to help. Whenever I would go to his office hours he would help me understand the material in great detail. He is also very fair in his grading scheme. Although not easy, if you put in the time and effort to pay attention in lecture, do all the course work with understanding, and ask questions when you have them you will succeed in his class. I was very lucky to have him as a prof.
- Not to stray into hyperbole, but Dr. Tribone is the best math professor (and one of the best professors overall) I have thus far taken a class from at the U. His lectures are clear and comprehensive, and he is able to answer pretty much every question from a student on the spot (including some of my own very tangential inquiries). I highly recommend any student take a class from him if they can.
- Professor Tribone is great. This is a difficult class and he makes it understandable. He is clearly very knowledgeable and is able to answer random questions that come up in class. I usually leave lectures feeling like I at least partially understand the material, which is rare in my other math classes. He allows for group discussions and class input which helps everyone learn. He is also super helpful and patient in office hours.
Enhanced Linear Algebra – Fall 2023
MATH 2271 at the University of Utah
23 students – fully in person
Description: 2271 is an “enhanced” version of 2270 (the normal linear algebra class at Utah). It’s still a computational linear algebra course but we used a different text book (Strang’s book) and went deeper into theory than is usually done in 2270. Because of the small class size, we were also able to spend some time in the computer lab learning MATLAB. The final “lab” had the students making composite “smiley faces” using principal component analysis/SVD (in practice, you would also need this “data” to complete the this worksheet).
2271 Notes–complete set of notes from one of my students.
Mind-blowing digital art (of me!) by one of my students.
Some student comments:
- It was easy to tell that Tim was excited about the content that he was teaching. He presented Linear Algebra like a story that was unraveling.
- Tim taught in a way so that students felt comfortable asking questions whether they paralleled the content at hand or went deeper. The classroom felt safe and exciting at the same time. There was also a sense of collaboration amongst students that contributed to comfort regarding participation.
- Very great instructor. One of those few that manages to inspire love for math instead of just showing how to solve what’s necessary. Wish he taught every math class I have or will take, genuinely.