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On Teaching Discrete Mathematics to Freshman Computer Science Students

Faron Moller Orcid Logo, Liam O'Reilly Orcid Logo

Journal of Higher Education Theory and Practice, Volume: 19, Issue: 8

Swansea University Authors: Faron Moller Orcid Logo, Liam O'Reilly Orcid Logo

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DOI (Published version): 10.33423/jhetp.v19i8.2670

Abstract

Discrete Mathematics is an inevitable part of any undergraduate computer science degree programme. However, today's computer science student typically finds this to be at best a necessary evil with which they struggle to engage. Twenty years ago, we started to address this issue seriously in ou...

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Published in: Journal of Higher Education Theory and Practice
ISSN: 2158-3595 2158-3595
Published: North American Business Press 2019
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URI: https://cronfa.swan.ac.uk/Record/cronfa53031
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spelling 2020-07-28T14:29:13.7264164 v2 53031 2019-12-15 On Teaching Discrete Mathematics to Freshman Computer Science Students bf25e0b52fe7c11c473cc48d306073f7 0000-0001-9535-8053 Faron Moller Faron Moller true false 5eca7cf79b7384130a1feef384d90508 0000-0002-4894-2158 Liam O'Reilly Liam O'Reilly true false 2019-12-15 MACS Discrete Mathematics is an inevitable part of any undergraduate computer science degree programme. However, today's computer science student typically finds this to be at best a necessary evil with which they struggle to engage. Twenty years ago, we started to address this issue seriously in our university, and we have instituted a number of innovations throughout the years which have had a positive effect on engagement and, thus, attainment. In this paper, we describe and motivate the innovations which we introduced, and provide a detailed analysis of how and why engagement and attainment levels varied over two decades as a direct result of these innovations Journal Article Journal of Higher Education Theory and Practice 19 8 North American Business Press 2158-3595 2158-3595 Higher Education, Pedagogy, Formal Methods, Discrete Mathematics for Computer Science, Mathematics, Computer Science 30 12 2019 2019-12-30 10.33423/jhetp.v19i8.2670 COLLEGE NANME Mathematics and Computer Science School COLLEGE CODE MACS Swansea University 2020-07-28T14:29:13.7264164 2019-12-15T12:21:22.2077073 Faron Moller 0000-0001-9535-8053 1 Liam O'Reilly 0000-0002-4894-2158 2 53031__16095__4eed269ecb404edaafc792c7e4cd0aab.pdf JHETP-submission.pdf 2019-12-15T12:29:07.9108082 Output 341969 application/pdf Accepted Manuscript true true eng
title On Teaching Discrete Mathematics to Freshman Computer Science Students
spellingShingle On Teaching Discrete Mathematics to Freshman Computer Science Students
Faron Moller
Liam O'Reilly
title_short On Teaching Discrete Mathematics to Freshman Computer Science Students
title_full On Teaching Discrete Mathematics to Freshman Computer Science Students
title_fullStr On Teaching Discrete Mathematics to Freshman Computer Science Students
title_full_unstemmed On Teaching Discrete Mathematics to Freshman Computer Science Students
title_sort On Teaching Discrete Mathematics to Freshman Computer Science Students
author_id_str_mv bf25e0b52fe7c11c473cc48d306073f7
5eca7cf79b7384130a1feef384d90508
author_id_fullname_str_mv bf25e0b52fe7c11c473cc48d306073f7_***_Faron Moller
5eca7cf79b7384130a1feef384d90508_***_Liam O'Reilly
author Faron Moller
Liam O'Reilly
author2 Faron Moller
Liam O'Reilly
format Journal article
container_title Journal of Higher Education Theory and Practice
container_volume 19
container_issue 8
publishDate 2019
institution Swansea University
issn 2158-3595
2158-3595
doi_str_mv 10.33423/jhetp.v19i8.2670
publisher North American Business Press
document_store_str 1
active_str 0
description Discrete Mathematics is an inevitable part of any undergraduate computer science degree programme. However, today's computer science student typically finds this to be at best a necessary evil with which they struggle to engage. Twenty years ago, we started to address this issue seriously in our university, and we have instituted a number of innovations throughout the years which have had a positive effect on engagement and, thus, attainment. In this paper, we describe and motivate the innovations which we introduced, and provide a detailed analysis of how and why engagement and attainment levels varied over two decades as a direct result of these innovations
published_date 2019-12-30T04:45:12Z
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