What are MOOCs?

How do I register?

To register for a course, click on "Go to Class" button on the course page. This will take you to the providers website where you can register for the course.

How do these MOOCs or free online courses work?

MOOCs are designed for an online audience, teaching primarily through short (5-20 min.) pre recorded video lectures, that you watch on weekly schedule when convenient for you. They also have student discussion forums, homework/assignments, and online quizzes or exams.

16 out of 16 people found the following review useful

2 years ago
**completed** this course, spending **4 hours** a week on it and found the course difficulty to be **medium**.

An excellent introductory course to mathematical thinking or a companion course to follow while shuffling through your first book about mathematical proofs. Professor Devlin's way of putting out lots of exercises and going through them meticulously afterwards is as challenging as it is rewarding.
If you really want to
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An excellent introductory course to mathematical thinking or a companion course to follow while shuffling through your first book about mathematical proofs. Professor Devlin's way of putting out lots of exercises and going through them meticulously afterwards is as challenging as it is rewarding.

If you really want to learn the subject material, active engagement in problem solving is required and all the exercises should be considered as obligatory. While you might learn something by just watching the videos and working with obligatory quizzes, the real beef is in working with optional practice problems. Coming up with even a simple proof on your own, making mistakes on the way, seems to be only way to learn proofs.

In my opinion the practice problems were the best part of the course. Being a fellow with humanities background and thus very little mathematical education, I advanced tremendously when struggling with optional problems and proofs.

If you really want to learn the subject material, active engagement in problem solving is required and all the exercises should be considered as obligatory. While you might learn something by just watching the videos and working with obligatory quizzes, the real beef is in working with optional practice problems. Coming up with even a simple proof on your own, making mistakes on the way, seems to be only way to learn proofs.

In my opinion the practice problems were the best part of the course. Being a fellow with humanities background and thus very little mathematical education, I advanced tremendously when struggling with optional problems and proofs.

8 out of 8 people found the following review useful

3 years ago
**completed** this course and found the course difficulty to be **hard**.

I think this is one of the most useful, real-world applicable courses on Coursera or the entire Internet, and I would recommend it to anyone. It’s so rare that a course teaches a new way of thinking, rather than new concepts or new data. Prof. Devlin has a clear, friendly style that makes difficult concepts easy to und
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I think this is one of the most useful, real-world applicable courses on Coursera or the entire Internet, and I would recommend it to anyone. It’s so rare that a course teaches a new way of thinking, rather than new concepts or new data. Prof. Devlin has a clear, friendly style that makes difficult concepts easy to understand. The teaching method where he hand-writes proofs while narrating is the next best thing to actually seeing a brain work. And I’m no longer afraid of a jumble of math symbols when I see them on a page. I can dive in, sort out the meaning, and understand the point the author is trying to make. Which is amazing.

2 out of 2 people found the following review useful

3 years ago
**completed** this course, spending **10 hours** a week on it.

I am finding the course considerably less discussive than I did Peter Norvig and Sebastian Thrun’s AI course. This is partly because the video lectures are longer and more formal; and partly because there seems to be less active discussion in the course-provided discussion forums, possibly on account of the way in whic
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I am finding the course considerably less discussive than I did Peter Norvig and Sebastian Thrun’s AI course. This is partly because the video lectures are longer and more formal; and partly because there seems to be less active discussion in the course-provided discussion forums, possibly on account of the way in which students have been encouraged to make their own arrangements, which was far less the case with the AI course. But what this course shares with the AI course is the feature that struck me so forcefully in 2011: the feeling that you are getting one-to-one personal tuition from a very skilled and interesting teacher.

3 out of 3 people found the following review useful

4 years ago
**completed** this course.

I would say this class is more for people who want to major in mathematics than anything else. It begins with lessons on logic and how to think about the language in a logical fashion. It eventually moves into mathematical proofs. I feel that more of the class should have been spent on proofs, mostly because I have alw
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I would say this class is more for people who want to major in mathematics than anything else. It begins with lessons on logic and how to think about the language in a logical fashion. It eventually moves into mathematical proofs. I feel that more of the class should have been spent on proofs, mostly because I have always struggled with them. Professor Keith Devlin seems like someone I would want to have lunch with while discussing math, philosophy, and science in general.

1 out of 1 people found the following review useful

4 years ago
**completed** this course.

Thank the stars that I bought and read his book, before the course. It's most likely the only reason that I was able to "hang on" and finish the course. The pace was "Stanford full speed ahead."
Professor Devlin paid attention and saw that speed was an issue to some of us. To his credit I note that
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Thank the stars that I bought and read his book, before the course. It's most likely the only reason that I was able to "hang on" and finish the course. The pace was "Stanford full speed ahead."

Professor Devlin paid attention and saw that speed was an issue to some of us. To his credit I note that he plans to now offer the MOOC at varying speeds.

If you really want to understand such thinking buy the book (its small and cheap), read it and then jump into the course with both feet.

Professor Devlin paid attention and saw that speed was an issue to some of us. To his credit I note that he plans to now offer the MOOC at varying speeds.

If you really want to understand such thinking buy the book (its small and cheap), read it and then jump into the course with both feet.

1 out of 3 people found the following review useful

3 years ago
**partially completed** this course, spending **5 hours** a week on it and found the course difficulty to be **hard**.

Very good and worth doing but hard work. My education has been in history - reading texts from strange times and cultures and weighing half-formed, messy evidence. This was technical; it has real world application but, as with any course in logic, do not expect human color. I will give it another, effortful try at a later time.

0 out of 1 people found the following review useful

5 months ago
is taking this course right now.

I am not able to access your course right now although I enrolled for the same in Sep 2016. How can i get access?

3 out of 8 people found the following review useful

7 months ago

As a mathematics teacher and a major in mathematics I found this course mostly a waste of time (from the point of view of a student intending to study mathematics) and a far cry from the description given in Mr. Devlin's introduction.
Mr. Devlin seems to have an obsession with formal logic (also known as "sentential
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As a mathematics teacher and a major in mathematics I found this course mostly a waste of time (from the point of view of a student intending to study mathematics) and a far cry from the description given in Mr. Devlin's introduction.

Mr. Devlin seems to have an obsession with formal logic (also known as "sentential logic" )and he dedicates most of the course to this rather negligible (mathematically speaking) subject as if mathematics and "mathematical thinking" depend on it (which they most certainly do not!) . As a result, students of the course expend enormous amounts time and energy in translating sentences into formal logic and vice versa instead of studying actual mathematical content and actual examples of mathematical thinking.

Mr. Devlin seems to have an obsession with formal logic (also known as "sentential logic" )and he dedicates most of the course to this rather negligible (mathematically speaking) subject as if mathematics and "mathematical thinking" depend on it (which they most certainly do not!) . As a result, students of the course expend enormous amounts time and energy in translating sentences into formal logic and vice versa instead of studying actual mathematical content and actual examples of mathematical thinking.

a year ago
**completed** this course.

Instructor is very engaging and thorough, does a very good job of helping to ensure that difficult concepts are understood. Assignments (both graded and practice) are very helpful, instructive, and quite fun, though often challenging. Since the course is essentially pass/fail based on completing the assignments, the ch
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Instructor is very engaging and thorough, does a very good job of helping to ensure that difficult concepts are understood. Assignments (both graded and practice) are very helpful, instructive, and quite fun, though often challenging. Since the course is essentially pass/fail based on completing the assignments, the challenge is definitely worth it. Overall, a very interesting course taught by a very good professor that would be highly worthwhile for anyone in STEM fields, not to mention the general public.

2 years ago
**completed** this course, spending **5 hours** a week on it and found the course difficulty to be **medium**.

An excellent course on mathematical thinking. Prof. Keith Devlin does a great job of going through the material and explaining solutions to the problems. There's also loads of student interaction in this course, though unfortunately, student activity dropped off towards the end as many people dropped out. Going through
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An excellent course on mathematical thinking. Prof. Keith Devlin does a great job of going through the material and explaining solutions to the problems. There's also loads of student interaction in this course, though unfortunately, student activity dropped off towards the end as many people dropped out. Going through this course was definitely worth it though -- I have a much better understanding of proofs now.

2 years ago

This was an interesting course. It assumes no understanding of advanced mathematics. It teaches you how to think which is an important skill for possibly every job out there. The time you spend every week depends on your own goals. Sure, you can just do the quizzes and still get a certificate of accomplishment; but to
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This was an interesting course. It assumes no understanding of advanced mathematics. It teaches you how to think which is an important skill for possibly every job out there. The time you spend every week depends on your own goals. Sure, you can just do the quizzes and still get a certificate of accomplishment; but to get the most out of it you'll need to utilise study groups and the course discussion forums.

4 years ago
**completed** this course.

I enjoyed this course, I am glad I took it. The Professor was very enthusiastic, and the lectures were well done. All the course material was available on time. The material does not lend itself as well to the online format as say the programming courses. I thought the course was well done in spite of that. I think more peer review on the assignments instead of just the final would help.

6 days ago
**completed** this course, spending **8 hours** a week on it and found the course difficulty to be **medium**.

This was a great course. The instructor Dr. Devlin was able to make an otherwise difficult topic easy to understand. His explanations were crystal clear. There is a fair amount of assignments to do. This can be challenging, both qualitatively and quantitatively. In the end, I learned to write mathematical proofs.

3 years ago
**completed** this course.

Tough, fun and rewarding. Prof Devlin is an excellent and enthusiastic teacher.

0 out of 2 people found the following review useful

1 out of 1 people found the following review useful

0 out of 1 people found the following review useful

0 out of 1 people found the following review useful

0 out of 1 people found the following review useful

0 out of 1 people found the following review useful

0 out of 1 people found the following review useful

0 out of 1 people found the following review useful

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0 out of 3 people found the following review useful

2 years ago
**partially completed** this course, spending **2 hours** a week on it and found the course difficulty to be **medium**.

I can feel that the professor devoted a lot into this MOOC, and the evaluation rubric is somewhat interesting. Nevertheless, mathematics is indeed a bit dull, and it is not easy to hold on to the last...

3 years ago
**completed** this course, spending **3 hours** a week on it and found the course difficulty to be **easy**.

0 out of 4 people found the following review useful

0 out of 3 people found the following review useful

0 out of 3 people found the following review useful

0 out of 3 people found the following review useful