CMU-CS-14-114Computer Science Department School of Computer Science, Carnegie Mellon University
CMU-CS-14-114
Adam Blank August 2014 M.S. Thesis
Keywords:
Discrete mathematics, introductory course, compiler, tuntime analysis, assessment, peer review
Students studying computer science usually encounter an introductory
discrete math course in their first or second year of undergraduate education. Before this course, the only computer science they have seen is often
programming, and as a result they have a very narrow definition of our field.
The realization that math–in particular, math that is We present several technological and pedagogical solutions to these prob- lems wrapped together in a course implementation, piloted at Carnegie Mellon University as 15-151. 15-151 deliberately addresses and embraces these concerns rather than trying to avoid them. In particular, it invites students to explore content applications by programming, write and discuss proofs together in groups, use a "computational environment" to explore syntax and semantics, and read and evaluate each other's proofs to understand their errors and speed up grading 135 pages
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