From the principle of bijection to the isomorphism of structures: An analysis of some teaching paradigms in discrete mathematics

Christine Ebert, Gary Ebert, Mikhail Klin

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

This paper is concerned with the teaching of Discrete Mathematics to university undergraduate students. Two to three decades ago this course became a requirement for math and computer science students in most universities world wide. Today this course is taken by students in many other disciplines as well. The paper begins with a discussion of a few topics that we feel should be included in the syllabus for any course in Discrete Mathematics, independent of the audience. We then discuss several potential models for teaching the course, depending upon the interests and mathematical background of the audience. We also investigate various educational links with other components of the curriculum, consider pedagogical issues associated with the teaching of discrete mathematics, and discuss some logistical and psychological difficulties that must be overcome. A special emphasis is placed on the role of textbooks.

Original languageEnglish
Pages (from-to)172-183
Number of pages12
JournalZDM - International Journal on Mathematics Education
Volume36
Issue number5
DOIs
StatePublished - 1 Dec 2004

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