>For example, though we were provided with practice problems to prepare for our exams, we were never given solutions. Strange. But it also may no longer be tru

>For example, though we were provided with practice problems to prepare for our exams, we were never given solutions. Strange. But it also may no longer be true, or not to the extent that it was when this student was enrolled in the course. From the course website: "Try some old quiz problems for this course, but don’t just read the questions and solutions. Instead see if you can produce correct solutions to most of the problems in the allotted time." https://www.math.princeton.edu/undergraduate/placement/MAT202 https://www.math.princeton.edu/undergraduate/placement/MAT20... So clearly, now, there are archives of problems w/ solutions that can be reviewed after attempting a solution. Apart from lack of solutions, I don't see anything "off" here. I don't see other criticisms of the teaching approach. I am also not surprised that one of the best math & physics universities in the world does not cater even its lower level courses towards students for whom they are optional and not part of their intended academic career. In my school (which was not a top-tier program) courses for majors in those areas were also similarly difficult. The difference was that my Uni also offered a few "Math for non STEM majors" courses to choose from because they still did have requirements for all students in those areas. Basically a survey course of mathematical concepts and how they show themselves in the world & everyday life, along with practical applications of how they may need to use math in any way throughout their lives, things like how basic level probability & statistics will be useful no matter what they end up doing in life. And things like fractals, or the golden ratio, and other concepts along those lines that show up everywhere in life. The course was designed to answer the question, with concrete examples, "Why should I care about math if I'm barely going to have to use it in life & have a calculator?" I think Princeton simply expects their students to understand the answer to that question without putting their students through the trouble of an entire semester on the topic.* *Though clearly should address the "no solutions" issue if it has not been fully resolved already.