"Many of the problems of the class had to do with the fact that it was in transition," he says. "The course wanted to change focus but couldn't find a new book."

Students in the course almost universally condemned the textbook as too advanced and unclear.

"The textbook was not really written for someone who's learning the material for the first time," says Jordanna P. Schutz '02. "It's not at all conducive for learning."

Course assistant Michael L. Develin '00 called the textbook "very bad." "The course would have been better with just about any other textbook, or maybe with no text at all," he says. "One of the major problems was that the book was no longer coordinated with the aims of the course."

While the math department has promised a new curriculum and textbook for next year, Samit Dasgupta '99, president of the Math Club, says change should have come sooner.

Students have been asking for a new textbook since 1992, according to past CUE Guides. "Year after year there are complaints about the textbook," Dasgupta says.

While the structure and textbook were widely unpopular, students in Math 22 and in the math department praise Visiting Assistant Professor of Mathematics Stavros Garoufalidis, who assumed teaching responsibilities for the course this year.

Students say they appreciated his lecturing ability and sense of humor. Professor of Mathematics Clifford H. Taubes also praised the visiting professor.

"In any event, Professor Garoufalidis is doing a yeoman's job with the course and the dissatisfaction should not be blamed directly on him," Taubes says. "The responsibility for the curriculum and choice of text--not to mention advising towards 22--lies with me."

Students also criticize the time constraints on Math 22 tests. Unlike other advanced math courses, Math 22 does not offer take-home midterms.

"They cram as much into hourlies as possible," Schutz says. "No one held a gun to Einstein's head. Some people get turned off because they're not fast enough, but [speed] doesn't judge your effort or understanding."

Not all students were unhappy with Math 22, however. Eighteen students have elected to stay on for the spring semester.

"I think 22 is an interesting class," says Peter J. Dong '02. "It's not to the level of the higher courses, but it's significantly harder than 21. I like it because it doesn't require too much work but still presents good material."

Even some of the course's detractors say Math 22 has not diminished their interest in math or their plans to concentrate in math-related fields.

Chen says he's "willing to give [math] another shot," and is taking Mathematics 21b, "Linear Algebra and Differential Calculus," this semester, while classmate Eiichi A. Miyasaka '02 says he still hopes to concentrate in mathematics.