Occurrence | Teaching cycle |
---|---|
A | Spring Term 2018-19 to Summer Term 2018-19 |
The first years of all mathematics programmes are designed to give students a thorough grounding in a wide spectrum of mathematical ideas, techniques and tools in order to equip them for the later stages of their course. During first year, as well as consolidating, broadening and extending core material from pre-University study, we initiate a cultural transition to the rigorous development of mathematics which is characteristic at University. Students will develop both their knowledge of mathematics as a subject and their reasoning and communication skills, through lectures, tutorials, seminars, guided self-study, independent learning and project work. This development is addressed in all of our first year modules, although different modules have a different emphasis.
In addition to the above broad aims of the first year, this module focusses on the description and study of the characteristic properties of the real number system, the mathematical concept of limit, the formal definitions of continuous, differentiable, and integrable real-valued functions of a real variable. In this module students will be introduced to a rigorously developed mathematical theory and will be provided with the foundations for a range of higher level mathematics modules which involve the basic concepts of analysis, available in Stages 2–4.
Subject content
Academic and graduate skills
Academic skills: the application of rigorous mathematical techniques and ideas to the development of mathematics; the power of abstraction as a way of solving many similar problems at the same time; the development and consolidation of essential skills which a mathematician needs in their toolkit and needs to be able to use without pausing for thought.
Many of the techniques and ideas developed in this module are ones which graduates employed as mathematicians and in other numerate professions will use from day to day in their work. On top of this, students, through lectures, examples, classes, will develop their ability to assimilate, process and engage with new material quickly and efficiently.
Task | Length | % of module mark |
---|---|---|
Essay/coursework Coursework |
N/A | 5 |
University - closed examination Real Analysis |
3 hours | 95 |
None
Task | Length | % of module mark |
---|---|---|
University - closed examination Real Analysis |
3 hours | 100 |
Current Department policy on feedback is available in the undergraduate student handbook. Coursework and examinations will be marked and returned in accordance with this policy.
M Hart, A Guide to Analysis, Palgrave.
G B Thomas, M D Weir, J Hass, F R Giordano, Thomas' Calculus (11th edition), Pearson, 2004.