I'll got a bit further if I may, but its mostly a tip for the instructors: Start from the basics. This makes such a tremendous difference I think, because we h

I'll got a bit further if I may, but its mostly a tip for the instructors: Start from the basics. This makes such a tremendous difference I think, because we have these pre-conceived ideas about math, numbers, calculus, etc. (due to usually shitty high school education) that must be shattered and rebuilt from the ground up. Here are the example notes that my undergrad (in fact, first college math class) professor used: Lecture 2: Numbers https://www.math.ualberta.ca/~xinweiyu/117-118.14-15/20140904.pdf https://www.math.ualberta.ca/~xinweiyu/117-118.14-15/2014090... Lecture 3: More Numbers and Rationals https://www.math.ualberta.ca/~xinweiyu/117-118.14-15/20140905.pdf https://www.math.ualberta.ca/~xinweiyu/117-118.14-15/2014090... Lecture 4: Irrational Numbers https://www.math.ualberta.ca/~xinweiyu/117-118.14-15/20140908.pdf https://www.math.ualberta.ca/~xinweiyu/117-118.14-15/2014090... As you see there is a very clear and natural progression from fundamental assumptions of mathematics to common day objects, with justifications. From this you introduce the notions of infinity, again with historical developments (math didn't just come about in the last 50 years!) Lecture 5: e https://www.math.ualberta.ca/~xinweiyu/117-118.14-15/20140910.pdf https://www.math.ualberta.ca/~xinweiyu/117-118.14-15/2014091... And so on; By rebuilding your knowledge in this deliberate way it becomes easier to work with more difficult topics later on.