Math 424 — Introduction to Real Analysis II
Spring 2019

Instructor: Elizabeth Meckes

Office: Yost 208

Phone: 368-5015

Email: ese3 [at] cwru.edu

Office Hours: T 1-2:15, F 10-11:15

Textbook:

Real Analysis, 2e by Gerald Folland

Topics:

We will pick up where we left off in chapter 4 and cover as much as we can through chapter 8.

Attendance/Reading:

I expect you to attend the lectures, take notes (much of the material is not in the text), and read the text book on the topics we cover from it.

Homework Problems:

As you presumably know by now, mathematics is not a spectator sport. The lectures and the book are there to get you started, but real understanding comes through working with the ideas, which is what homework is for.

I will post homework after most lectures. You should try to do it right away, and come talk to me if you get stuck. This semester, I will not be collecting solutions, but I encourage you to still type up solutions for yourself. I will give you my solutions to the posted problems about a week later.

On the value of working through problems yourself, an anonymous commenter has this to say (slightly edited from its original form):

You learn by creating a solution to a problem. You learn much less by simply reading someone else's solution.

The professor hasn't asked you to solve a problem because he/she needs the solution. The question has been asked because solving the question will advance your education; looking up a solution will be much less effective at that.

Education is about changing how your brain works. In mathematics, especially, you need to work through things yourself in order to cause the brain to reorganize itself to make advancement possible. Asking the instructor for help is better in this regard than asking someone else, say on math.SE. The reason is that the instructor can give you a hint that will help you advance, rather than a solution that won't. It may even be useful for your instructor to know that you are struggling with some ideas. You may get advice that gets you past the block. Math.SE is very unlikely to do that. The answers you likely get there will be too helpful. Becoming a mathematician is about changes in your brain, not about proofs printed on paper.

Grading: There will be four in-class quizzes throughout the semester. Each is worth 25% of the course grade.

Assignments: Problems below are from Folland.

Chapter	Problems	Date posted
4	17, 28, 29	1/14/19
4	class problem, 23	1/17/19
4	32, 34	1/23/19
4	37, 46	1/29/19
4	class problem, 48	2/8/19
4	additional problem, 58	2/11/19
4	60, 63, 64	2/13/19
4 5	68 2,5	2/19/19
5	8, 12	2/20/19
5	20, 25, 40	3/6/19
5	35, 36, 49(a)	3/18/19
5 6	60, 63 1	3/25/19
6	3, 17, 18	3/27/19
6	19, 22	4/8/19
6	26, 32	4/12/19
7	1, 8	4/16/19
7	7, 13	4/19/19
7	27	4/22/19
8	12, 13	4/24/19