Is Less Really More? Developing a Mathematical Identity

It’s not uncommon for me to talk with other students in my math department about their advisors’ mentoring styles, and what type of advice they give. This certainly includes discussion of what courses we’re all taking, and why. At least at the University of Tennessee, it seems a lot of the other students are being advised to take as few courses as possible, at least after completing the written preliminary examinations. I think the idea of this is simple: the less time spent on classes, the more time is left for research.