The ACM/IEEE Task Force Report on Computing Curriculum 2001- Computer Science Volume identifies discrete mathematics (discrete structures) as core material that should be an integral part of any program for undergraduate computer science majors. In particular, Computing Curriculum 2001 identifies core knowledge units in six areas:
| DS1: | Functions, relations, and sets | |
| DS2: | Basic logic | |
| DS3: | Proof techniques | |
| DS4: | Basics of counting | |
| DS5: | Graphs and trees | |
| DS6: | Discrete probability |
Various specific topics are described within each area, comprising a recommended 43 hours of class time.
While colleges and universities are encouraged to package these topics into courses that fit local constraints, Computing Curriculum 2001 suggests this material might be covered in either a one-semester course or a two-semester sequence. The one semester course (CS 115 in CC 2001) suggests packaging the topics from discrete structures with coverage of topics in digital logic and digital systems. The two-semester sequence (CS 105 and CS 106) contains additional depth and breadth. Some additional guidance for the two-semester sequence has been described by Pedagogy Focus Group 2 of the CC 2001 Task Force ( http://www.cs.grinnell.edu/~walker/curriculum/pedagogy-5.2.html), but only a bare listing of topics has been available for the one-semester version.
On a practical level, many colleges and universities have gravitated toward the one-semester version as fitting best with their overall program. Thus, faculty have begun work on implementing a one-semester course in discrete mathematics, covering much or all of the recommended topics.
Unfortunately, the topics themselves do not suggest an obvious structure that yields a coherent course. Further, faculty struggle with identifying appropriate assignments, laboratory exercises, and group projects. For the most part, individual faculty have worked on their own to craft an interesting, motivated, coherent course with appropriate unifying themes. A few efforts, such as the MAA PREP Workshop on Discrete Mathematics in Summer 2003, have worked to address faculty needs and identify curricular models; but the work by many faculty continues to be isolated and ad hoc.
The goal of this SIGCSE Committee on the Implementation of a Discrete Mathematics Course is to meet the challenge. Specifically, the Committee will work toward providing a few (≤ 6) practical models for a one-semester course that will meet the basic needs of undergraduates in a computer science program. To be helpful, the Committee will work to provide the following for each model course:
Models might include a version of the course that has College Algebra as a prerequisite, a second version that has Precalculus as prerequisite, and a third version that has one or two semesters of Calculus as prerequisite. In addition, models might take into consideration a course that is housed in a mathematics department as well as one in a computer science department. While the content of such courses might be similar, each model would consider the background and sophistication of the students in determining such factors as course pace and exercises. Together, such models could be expected to cover many of the practical contexts found at a wide range of schools.
As a first step, the committee would survey the undergraduate mathematics and computer science communities to see if there are models already in practice which come close to a one-semester CC2001 discrete math course.
At the conclusion of its work, the SIGCSE Committee would hope to furnish a detailed written report (perhaps for the SIGCSE Bulletin inroads) presenting its models. Additional information and materials might be found on line, as the Committee deems appropriate.