Welcome to Mathematics 343, Fall 2011

Real Analysis
Course Orientation and Syllabus

Bret Benesh HAB 17IJ bbenesh@csbsju.edu

Image is “Weierstrass Function” by eeyore22, released to the public domain.

1 Real Analysis
Welcome to real analysis! Here are the questions we will be trying to answer in this course (not all of these
questions will make sense to you at this time, but all will make sense to you by the end of the semester).

1. Why do the real numbers behave differently from the rational numbers? What is the big difference?

2. Why is Completeness useful?

3. What does it mean for a sequence of numbers to “converge?”

4. Do we really need to do N - whenever we want to prove a limit?

5. We know that all converging sequences are bounded. Is the converse true: do all bounded sequences
converge?

6. Can we talk about a (non-bounded and monotone) sequence converging without ever knowing its
limit?

7. Does summing an infinite number of things mean anything?

8. Can we have an infinite set that has zero length?

9. What type of subset of the real numbers is the “best behaved?”

10. What do we really mean by “limits” in calculus, anyway?

11. How can we mathematically describe functions that are “continuous?”

12. How badly can a continuous function mess up a set? Does it preserve open, closedness, compactness,
boundedness? Also, are all continuous functions equally continuous?

13. Isn’t the Intermediate Value Theorem really obvious?

 14. How does differentiability relate to continuity? Are all derivatives continuous? How nondifferentiable
can a continuous function be? Is every function the derivative for some other function? If not, what
functions are derivatives?

15. Isn’t the Mean Value Theorem obvious?

16. Consider sequences of functions like sin x + x1 , sin x + x2 , . . . , sin x + nx , . . . . This particular function
converges to sin x as n goes to infinity. If each function in the sequence is continuous, when is the
limiting function continuous?

17. Consider sequences of functions like sin x + x1 , sin x + x2 , . . . , sin x + nx , . . . . This particular function
converges to sin x as n goes to infinity. If each function in the sequence is differentiable, when is the
limiting function differentiable?

18. How nice are power series? Do they work exactly like polynomials?

19. Which functions are we able to integrate?

20. Can discontinuous functions be integrable?

21. How are derivatives and integrals related?

2 Office Hours
None regularly scheduled. However, I encourage you to schedule appointments with me as needed—I am
always happy to arrange a time to meet with a student. My schedule changes a lot, and I have found that
I need a process to make sure that everything goes smoothly. Here is the process for setting up a meeting:

1. Email me with a list of days and times when you can meet.

2. I will email a time that works for both of us.

3. We meet at that time.

Additionally, you can drop by my office if you are near. In this case, I am not guaranteed to be free to
meet, but I often will be.

3 Contacting Bret
Email is by far the best way to reach Bret.

4 Moodle
We have a Moodle page that will contain important course information. Please view it regularly.

5 Other places where Bret resides

• I have a webpage that contains useful information about this course. The address is http://www.
users.csbsju.edu/~bbenesh.

• I have a weblog on teaching and research: http://symmetricblog.wordpress.com. Many of the

posts will be about this course. Feel free to read and comment if you are interest in learning about
the thinking that goes into this course.

• I am on Twitter (bretbenesh). I use this to discuss teaching and mathematics (mostly).

 • I am on Facebook and Google Plus. Note that I do not actively friend students, although I happily
accept friend requests from students (and I hold no grudges against those who do not friend me).
Think, however, about whether you would want me, a professor, to see your status updates and
posted pictures before friending me.

6 Textbook and Reading

We will be using Understanding Analysis by Stephen Abbott. Be sure to see his page on corrections to the
textbook (http://community.middlebury.edu/~abbott/UA/UAcorrections.html). Please make a note
of this ASAP—it will make your life easier to know where the errors are.

7 Other Recommended Materials

The (free) computer program LATEX(see below). See http://www.miktex.org/ for PCs and http://www.
tug.org/mactex/2009/ for Macs (note: it comes automatically on most Linux machines).

8 A Typical Class
A sad fact of life is that there is not enough time to do everything one wants to do in one class. Yet most
topics require that one start by learning easier material relating to the topic before progressing to the more
difficult material. Because of this, a teacher needs to make a choice:

1. Either introduce a topic in class, do some of the easier work in class, and leave the harder work for
the students to do at home, or

2. Figure out a way for the students to do the easier work at home before class and use classtime to do
the harder work.

We are opting for the latter. Do so this, we will employ online lectures to be done at home. So here is
a rough outline of a typical class:

1. At home, read the designated section(s) of the textbook, making note of any questions that you
have about the reading. You may also need to watch some screencasts (each roughly 5 minutes long,
usually about 2 per night).

2. Answer the reading questions to the course Moodle page. You will normally have to answer, “What
did you find difficult or confusing about this section? Please be specific.” I will use your questions
to create a plan for the next class. These questions should be done by 2 am on the night before the
next class.

3. Come to class.

4. We will usually start with “clicker questions” about the reading. I will create the questions to help
answer the reading questions you submitted.

5. Meet with your base teams (5 minutes—“base teams” will be explained later).

6. We will sometimes do peer editing of your written work.

7. Work on homework in teams.

8. Meet with base teams (five minutes).

9. Present on the homework.

10. Go home, finish and write up some of the homework.

 11. Repeat until Christmas.

Base teams: You will start each day by meeting with your base team. Here, you will greet your
teammates, discuss how each team member did with the lecture/reading, and review your team’s goals.

9 A note on reading the textbook

Dont just read it; fight it! Ask your own questions,
look for your own examples, discover your own proofs.
Is the hypothesis necessary? Is the converse true?
What happens in the classical special case? What
about the degenerate cases? Where does the proof
use the hypothesis?

-Paul Halmos

Reading any sort of technical writing is different from reading something like a novel or Cosmopolitan. For
one, it will take you longer to read one page of mathematics than it will for you to read one page of a novel
or magazine article.
Here are some tips to help you read mathematics more easily:

1. As stated before, go slowly.

2. Focus—do not read while watching television/listening to music/checking email. Studies show that
no one does better while multi-tasking (a lot of people think they do better while multitasking, but
they are all wrong).

3. Read with paper and a pencil. Write you you need to understand a statement. Sometimes this means
seeing how the statement relates to a concrete example, and sometimes this means literally writing
down exactly what is in the book to help you focus on it.

4. Be active (“Fight it!”). Ask questions of the textbook, and see if you can answer them yourself. See
how statements relate to concrete examples. Summarize in your own words.

5. Do not skim. Much of what we read contains filler that is not essential to read in order to understand
the main point. This is not so in mathematics—almost every word is important.

6. Re-read, both when you are first reading (go back over what you did not understand), and also
re-read a couple of days later.

10 Writing
In some sense, you should view this course as a writing course, similar to a course on sonnets. In such a
course, you would read sonnets, analyze sonnets, and write sonnets. This course will be similar, except
that we will largely be discussing “proofs” rather than “sonnets.”

11 Course Pacing
We will move very quickly through the textbook. The reason for this is that I want time left at the end of
the semester for presentations (see below) and assimilation of the material. That is, most mathematics is
difficult to understand the first time through, but it is easier the second time. I would like you to have a
second chance to see the material during the last 2-3 cycles of the semester.
12 Course Topics
Below are a list of course topics. This is not only a preview of what you will learn, but we will use this list
in determining your final grade (see the section on Grading).
Core Topics: repeatedly demonstrate
You should be able to . . .
Apply the Completeness Axiom.
Apply the definition of convergence/divergence of sequences.
Apply the definition of differentiability.
Apply the Mean Value Theorem to solve problems.
Apply the definition of continuity.
Apply the definition of uniform continuity.
Apply the definition of integrable.
Supporting Topics: demonstrate at least once
You should be able to . . .
Determine limits of sequences.
Determine limits of functions.
Determine convergence/divergence of series.
Apply the Bolzano-Weierstrass Theorem.
Apply one of the three equivalent definitions of compactness. Determine if a sequence of functions converges
Determine if a sequence of functions converges uniformly; if so, determine the limit.
Apply Abel’s Theorem.
Apply the Fundamental Theorem of Calculus.
We will achieve these goals using definitions and theorems. Here are the most important ones:
Definitions:
completeness sequence series
supremum infinimum limit
Cauchy sequence open set closed set
limit point compact continuity
uniformly continuous derivative pointwise convergence
uniform convergence partition refinement
upper integral Riemann-integrable
Theorems:
Bolzano-Weierstrass Cauchy Criterion
Cauchy Criterion for Series Heine-Borel
Intermediate Value Theorem Mean Value Theorem
Darboux’s Theorem Weierstrass M-Test
Abel’s Theorem Fundamental Theorem of Calculus

13 Cooperative Learning
Several of the policies of this course have been set up to promote cooperative learning (as opposed to
competitive or individual learning). This may differ from what you are used to, so I will provide a brief
explanation as to why these policies are in place.

1. The research from the past 115 years overwhelmingly shows that students learn more in cooperative
environments than individual environments, which seem to be the norm at most colleges. Cooperative
learning does even better when compared to competitive rather than individual learning.

2. The research shows that the vast majority of students who have had true cooperative learning expe-
riences overwhelmingly prefer those experiences to individual or competitive experiences.
 3. Cooperative learning is in keeping with the Benedictine values of this school. “We seek the common
good...We integrate a commitment to the common good with respect for the individual...We call the
community together for counsel to make decisions.”

Your “base teams” are the main people you will be “cooperating” with.

14 Examinations
The time and location of the final exam is TBD.
We will have at least one midterm—the class(es) will decide on the dates and details. All exams will
be cumulative.
Additionally, if you do better on one of the three exams than a previous exam, I will replace your lower
score with your higher score (in addition to keeping the higher score). That is, if you get a 72% on the
first midterm and an 83% on the second midterm, I will determine your semester grade by giving you an
83% for both midterms. If you then get an 87% on the final, your exam scores will be 83%, 87%, and 87%.
Finally, there is a possibility that we may have one or two feedback-only exams. These are treated as
regular exams, although it will not be done as part of your grade. Rather, it is simply an opportunity for
you to learn how well you understand the material.

15 LATEX
LATEX is the preferred choice among mathematicians for creating mathematical
R π documents. If you have
ever wondered how I create a document that includes symbols such as , 12 , λ, ♥, ◦, the answer is that I
create it in LATEX.
You will need to learn basic LATEX for this course. This will likely be done by looking at LATEX that I
provide for you, mimicing the LATEX in those files, and Googling anything that is not included in my files.
I expect that most of you will be able to pick up the basics very easily.
Here are the reasons why I am requiring LATEX in this course:
1. This course is required of math majors, and LATEX is now a de-facto requirement for mathematicians.
In the language of the SAT, “LATEX is to mathematicians as Microsoft Office is to a business person.”

2. LATEX will make your revisions on the proofs much easier. Rather than re-copying a partially correct
solution by hand, you can simply edit the existing document.

16 Homework
You will be given a selection of homework problems to do each night. You are encouraged to work with
other people, but you must write up your own solutions.
There are three levels to handing in homework.

1. Once per cycle, you can hand in three proofs for me to look at; these proofs should be considered
drafts, not final papers. If the proof has been proof-read, traffic-lighted (see below), and given an
honest effort, I will give you comments on what you did well and what you need to improve upon in
your next draft. I will give you only feedback on how to improve; I will not give you a grade.
(Note: I am not married to “three proofs” per cycle. Perhaps each of you could come up with a
schedule that would work for you, including penalties for missing deadlines. I would be willing to
work something like that out.)

2. At the top of each draft, you should put a “traffic-lighting” indicator. That is, you should put a
colored circle at the top of the page to indicate your level of understanding. The colors correspond
to the following ideas:

Green “I think this is very close to being completely correct.”

 Yellow “I think this is basically the idea, but I do not have some of the details.”
Red “I do not think that this correct, and I need help.”

3. There will frequently be an opportunity for peer feedback of the proofs in class. Your classmates will
give you feedback on the quality of your proof, and you will do the same to their proofs. Anything
brought to class for peer feedback should also be traffic-lighted.

4. At two points in the semester, you will hand in proofs to be graded. See the grading section below.

Basically, I want you to have very good proofs by the time they are assigned a grade, and I am going
to help you improve your homework (without any penalty) until then.
This homework should be mostly done in LATEX, if only for the very practical reason that you will be
re-submitting drafts; instead of re-writing each draft by hand, you will be able to simply edit a computer
file. You will put more time into creating the file at the beginning, but you will save time with each draft
after that. One of your three weekly homework submissions must be done in LATEX, and I would encourage
you to use LATEX the other two, too (these might need to be converted to LATEX later—see the next section).

17 Portfolio
At the end of the semester, you should have a collection of completed homework problems. At the end
of the semester, you will reflect on the problems you have done, organize your homework, and submit a
selection of your completed homework assignments (called your “portfolio”) for a grade. At the end of the
semester, you will literally create a physical portfolio of your best work.
Here is how you will select your portfolio:

1. You will select all bits of homework that show evidence of the Course Topics (see the section above)
and place them in the portfolio. You should have multiple proofs for those labelled “Core Topics;”
you only need one proof to demonstrate evidence for the “Supporting Topics.”

2. You will select your three Favorite Proofs and put them in the portfolio. These will be well-written
according to the criteria discussed in class. Also, these may be proofs that you are particularly proud
of.

There is a balancing act when deciding whether a proof goes into your portfolio. On one hand, you
want to provide as much evidence for the Core Topics as possible (and some evidence for the Supporting
Topics). Other the other hand, an incorrect or poorly-written proof is not counted as evidence and will
weaken your portfolio. Part of your goal for the semester is to learn to determine what is a good proof and
what is not, and use your judgment accordingly.
Here is how your portfolio will be graded.

A All of your Favorite Proofs are well-written, complete, and concise. Well-written, complete, concise
proofs are provided for all topics; many proofs demonstrate understanding of each core topics. There
are no wrong or poorly-written proofs in the portfolio.

B All of your Favorite Proofs are well-written, complete, and concise. Many well-written, complete,
concise proofs are provided for all Core Topics. Most of the Supporting Topics are supported by
well-written, complete, concise proofs. There is at most one wrong proof in the portfolio.

C All of your Favorite Proofs are well-written, complete, and concise. At least a couple of well-written,
complete, concise proofs are provided for all Core Topics. Many of the Supporting Topics are sup-
ported by well-written, complete, concise proofs. There are at most two wrong proofs in the portfolio.

I will use my judgement to decide for the grades AB, BC, CD, D, and F.
Finally, you will evaluate your portfolio and determine what grade you think you deserve according to
the criteria above. Be honest and be specific in your justification.
 Here is how you will organize your portfolio. All of the portfolio will be done in LATEX. The first page(s)
will be a cover sheet with your name, your self-assigned grade (but no discussion of it), and a list of the
topics for the course. You will see that you are going to number the proofs; you should write the number
of each proof that provides evidence for each topic (a single proof might provide evidence for more than
one topic).
After the cover page, include your three Favorite Proofs. Start numbering these with “1.”
Next, include proofs that demonstrate each of the Core Topics for the first Core Topic in the list in the
syllabus. Continue numbering these proofs as needed. If one of your Favorite Proofs provides evidence for
the first Core Topic, you do not need to include a second copy of it—your cover page will indicate that
the proof is evidence for both. Then, do the same with the second Core Topic. Note that if a proof from
the first Core Topic also demonstrates evidence for the second Core Topic, you do not need to include a
second copy of it—your cover page will indicate that the proof is evidence for both.
Continue with the other Core Topics in the same manner. Then do the same for the Supporting Topics
(in the order they are listed).
Finally, include your detailed self-assessment of the portfolio; be sure to include your self-grade on this
sheet, too.

18 Project
At the end of the semester, students will present on some topics not covered in the class. You are encouraged
to give a presentation, but not required unless you would like to receive a grade of A for the class. That
is, if you choose not to give a presentation, the highest grade you can achieve is an AB.
We will not worry about class presentations until November.

19 Semester Grading
There will be several components to your semester grade:
Midterm Portfolio 5%, based on completion only.
Final Portfolio 55-75%
Midterm 10-20%
Final Exam 10-20%
The percentages are given as a range because each student can choose his or her own particular weighting
for the course. If a student fails to submit his or her desired weighting by the deadline given in class, I will
assign the most balanced weighting possible.
To calculate your semester grade, we simply convert your grade to a GPA and do a weighted average.
For instance, if a student has the following weighting and grade,
Midterm Portfolio 5% Completed
Final Portfolio 65% B (3.0)
Midterm 10% AB (3.5)
Final Exam 20% BC (2.5)

we would calculate the semester grade as: 0.05(1) + 0.65(3.0) + 0.10(3.5) + 0.20(2.5) = 2.85, which is
between a BC (2.5) and a B (3.0). (Note: recall that you need to do a project in order to get an A; since
this hypothetical student did not get an A, this policy on projects does not apply to this hypothetical
student).

20 Disabilities Requiring Accommodation

If you require accommodations or assistance for a documented disability, please contact Bret as soon as
possible. It is best to do this well in advance of the first exam so that we can make whatever arrangements
are needed.