Computer Science: CRAFTY Curriculum Foundations Project, Bowdoin College, October 28-31, 1999
The Curriculum Foundations Project: Voices Of Partner Disciplines
The general conclusion of the workshop participants is that undergraduate computer science majors need to acquire mathematical maturity and skills, especially in discrete mathematics, early in their college education. The following topics are likely to be used in the first three courses for computer science majors: logical reasoning, functions, relations, sets, mathematical induction, combinatorics, finite probability, asymptotic notation, recurrence/difference equations, graphs, trees, and number systems. Ultimately, calculus, linear algebra, and statistics topics are also needed, but none earlier than discrete mathematics. Thus, such a discrete mathematics course should be offered in the first semester and the prerequisite expectations and conceptual level should be the same as for the Calculus I course offered to mathematics and science majors. Our detailed recommendations respond directly to the series of questions of direct relevance to the CUPM Initiative posed by the Workshop hosts.
While the authors of this report have all been involved in computer science curriculum design in the past, this report does not represent the position of any official ACM or IEEE sanctioned curriculum committee.
Mathematical Association Of America
S. Ganter and W. Barker
Charles F. Kelemen.
"Computer Science: CRAFTY Curriculum Foundations Project, Bowdoin College, October 28-31, 1999".
The Curriculum Foundations Project: Voices Of Partner Disciplines.
Charles F. Kelemen, Report Editor.
Allen Tucker and William Barker, Workshop Organizers.