Uh Uh Hold on
Sky ..I disagree with what you have reported above. I just finished taking the Mathematics foundation course(din take the other two) and this is what I feel
1. The course was well taught by the professor. His approach was to start with the mathematics basics, scan through the derivations and then arrive to the applications part of it with small examples and leave the big ones to us in form of assignments. Agreed the class wasn't much of an interactive session since there were very few people attending the course in class(10/150) although the prof kept encouraging.
2. Did you actually try solving the problems? I enjoyed doing the assignments a lot coz they weren't plain textbook problems. I had to invest time mastering VBA and MATLAB, but what better time than now to learn. Lots of people were quite active on the forums and we would discuss different approaches to solution. In fact, I would say if you would actually work towards solving, get your doubts clarified on the forums and learn from other's methods, you would be done with the assignment quite easily. Few of the assignments did depend on derivations from earlier assignments, but that wasn't hard to grasp.
3. The GSI was also quite prompt towards our queries. He had allocated skype hours for doubt clarification. If you weren't able to understand the solution at any point, did you try asking the GSI or on the forum?
4. And when the prof would discuss the solution in next lecture, we would mostly be comparing final numbers..in many cases, people even compared their final numbers on forums. So I never felt any issue with the GSI reporting scores late. I am glad to say that with all the effort put in, I scored perfect credit in all the assignments

The prof's solution wasn't meant to be a detailed step by step, it was just supposed to guide you. Of course it wouldn't make any sense for people who were looking for ready solutions.
5. Latex was indeed a bit of pain but there were other ways suggested too eg. mathtype. In the end I din't mind putting in a couple of hours typing in the assignment and putting it in a presentable form.
6. Cost per program was high but I dont see any reason differentiating it between in-class and remote participants. If the remote participation fee would have been less, not even 10 of those people would have attended the class. And they made all resources available to everyone, didn't they?
I am guessing you might have had so much of problems because you were enrolled in all three and couldn't find enuf time.. But then again there has to be an efficient way to complete the course and not get lost. For me, it was 3-4 hrs listening to the lecture and browsing through the notes followed by 3-5 hrs solving the assignments and another 2 typing them.
After talking with a few people throughout the time of the courses, I found that people either hated the courses or loved the courses. Unfortunately, I was in the camp of students that hated the courses. Everyone is absolutely entitled to his / her opinion of the courses. Anybody considering to look into Berkeley (or any school for that matter) should always consider the whole range of opinions and reviews, not just mine or any other person's. But, in regard to your points...
1) While I agree with the approach to the lectures (i.e., basic math first, then making sure that we all understand the derivations behind key results, and finally applications), and while I think that the content matter covered was good, I myself did not find the actual presentation of the material to be well-planned. (I recall several homework assignments in which an equation was incorrectly typed or an example solution method was flawed. In particular, there was one assignment in Statistics where there was essentially a war on the forums about how to assign percentages to ordered data in the Kolmogorov-Smirnov test, and there was no final determination as to what the correct approach actually is.) Moreover, even though we covered some good material, I think that, because of the "project" nature of the assignments, we failed to cover many other topics that I think we should have covered. (For example, nowhere did we discuss Put-Call parity, which I think is a crucial topic to cover.) While I enjoy project-style assignments as well, there is a time and place for those types of courses. Since the intent of the pre-MFE program is bring us up to speed for the full MFE program (and not just to be very strong in topics here and there), I don't think project-style courses are a wise approach for the pre-MFE courses. That being said, I think that, because any MFE program is very programming intensive in nature, UCB should make the programming skills required as separate pre-MFE courses. For example, perhaps they could have one course devoted to just Matlab and VBA. Or, maybe a better approach would be to just make this a required skill set even before the pre-MFE courses. Just a thought...
2) Yes, I actually tried solving the homework assignments (and, moreover, was successful in each). Even though I did quite well in the courses, and even though I was very active on the forums, again, I think a textbook homework style approach to the courses would have been better for the reasons stated above. I feel that I learned far more by cranking through Stefanica's and Shreve's books in a few months than I did with the pre-MFE courses. (Perhaps this is a problem with MFE programs -- or even most graduate programs -- in general. While I can certainly teach myself the required content and I can certainly display these skills in an interview, these schools only care if you have some official document saying so.)
3) Yes, I agree that the GSI for each of the math courses was helpful. However, I found that asking questions or bouncing ideas off other students in the forums was even more helpful. Still, I thought that there were points in the courses where the GSI began to be overwhelmed by all the questions being sent in and, as such, couldn't respond to every student's questions in time. Maybe it's because I'm used to small class sizes in which the professor could handle the workload.
4) I come from a profession in which we have to fully document our design / solution steps, making sure that we followed every law in the design code perfectly. So, if I were to mess something up on a homework assignment, I want to know why exactly. It does me no good to just see final numbers. I want to correct my mistakes such that I don't keep making them in future assignments. Moreover, if I'm asked to do something, I will do just that (and nothing more). I hate it when I have to read between the lines and guess what the professor is actually looking for. I often found this to be the case.
5) I guess your take on the LaTeX usage in this course is a matter of how comfortable you are with it even before you begin the courses. I really wish they would have informed us of this ahead of time to allow myself to brush up on my LaTeX skills ahead of time such that I'm not wasting time in homework assignments because I have forgotten how to align equation arrays properly.
6) Actually, as I indicated before, they did NOT make all course material available to everyone. Those who were able to be on campus physically were given hard-copy solutions to homework assignments; those who could only attend remotely were not given electronic copies of the solutions. Moreover, I got the feeling that UCB didn't want those attending remotely to find out about this, as this fact was not revealed in any administrative documents. Actually, I first found out about this issue because another student happened to discover this little fact in a response from the GSI on the forum.
I was fully aware of the expected time commitment to be successful in all 3 courses, and I had no issue with the fact that it would take considerable work to do so. It should be hard -- that is how we separate the weak from the strong. However, I was not expecting the lecture material to be flawed, incomplete, or vague (especially from the C++ side).
Anyways, I just wanted to give my take on things. Again, as always, anybody looking to purchase a product should investigate (within reason) reviews on the product, both good and bad, to make a fully informed decision. Because that is what all higher education is -- a product.