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Conference Paper/Proceeding/Abstract 156 views

Teaching Discrete Mathematics to Computer Science Students / Faron Moller; Liam O’Reilly

Formal Methods Teaching, Volume: 11758, Pages: 150 - 164

Swansea University Author: Faron, Moller

  • Accepted Manuscript under embargo until: 23rd September 2020

Abstract

Discrete Mathematics is an inevitable part of any undergraduate computer science degree programme. However, computer science students typically find 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,...

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Published in: Formal Methods Teaching
ISBN: 978-3-030-32440-7 978-3-030-32441-4
ISSN: 0302-9743 1611-3349
Published: Porto Springer International 2019
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URI: https://cronfa.swan.ac.uk/Record/cronfa51498
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first_indexed 2019-08-21T21:31:10Z
last_indexed 2019-09-24T14:18:20Z
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spelling 2019-09-24T13:34:58.7211649 v2 51498 2019-08-21 Teaching Discrete Mathematics to Computer Science Students bf25e0b52fe7c11c473cc48d306073f7 0000-0001-9535-8053 Faron Moller Faron Moller true false 2019-08-21 SCS Discrete Mathematics is an inevitable part of any undergraduate computer science degree programme. However, computer science students typically find 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. At the turn of the century, a mere 2\% of our first-year students attained a 1st-class mark (a mark over 70\%) in the discrete mathematics course whilst over half of the class were awarded a failing grade (a mark under 40\%). Despite the course syllabusand assessment remaining as difficult as ever (if not more challenging), and despite maintaining the same entrance requirements to the programme whilst more than tripling the class size, for the past two years, two-thirds of the class attained a first-class mark whilst less than 2\% of the class failed. In this paper, we describe and motivate the innovationswhich we introduced, and provide a detailed analysis of how and why attainment levels varied over two decades as a direct result of these innovations. Conference Paper/Proceeding/Abstract Formal Methods Teaching 11758 150 164 Springer International Porto 978-3-030-32440-7 978-3-030-32441-4 0302-9743 1611-3349 Formal methods. Pedagogy 7 10 2019 2019-10-07 10.1007/978-3-030-32441-4_10 COLLEGE NANME Computer Science COLLEGE CODE SCS Swansea University 2019-09-24T13:34:58.7211649 2019-08-21T15:11:04.5235571 College of Science Computer Science Faron Moller 0000-0001-9535-8053 1 Liam O’Reilly 2 Under embargo Under embargo 2019-08-21T15:18:07.8930000 Output 343615 application/pdf Accepted Manuscript true 2020-09-23T00:00:00.0000000 true eng
title Teaching Discrete Mathematics to Computer Science Students
spellingShingle Teaching Discrete Mathematics to Computer Science Students
Faron, Moller
title_short Teaching Discrete Mathematics to Computer Science Students
title_full Teaching Discrete Mathematics to Computer Science Students
title_fullStr Teaching Discrete Mathematics to Computer Science Students
title_full_unstemmed Teaching Discrete Mathematics to Computer Science Students
title_sort Teaching Discrete Mathematics to Computer Science Students
author_id_str_mv bf25e0b52fe7c11c473cc48d306073f7
author_id_fullname_str_mv bf25e0b52fe7c11c473cc48d306073f7_***_Faron, Moller
author Faron, Moller
author2 Faron Moller
Liam O’Reilly
format Conference Paper/Proceeding/Abstract
container_title Formal Methods Teaching
container_volume 11758
container_start_page 150
publishDate 2019
institution Swansea University
isbn 978-3-030-32440-7
978-3-030-32441-4
issn 0302-9743
1611-3349
doi_str_mv 10.1007/978-3-030-32441-4_10
publisher Springer International
college_str College of Science
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hierarchy_top_id collegeofscience
hierarchy_top_title College of Science
hierarchy_parent_id collegeofscience
hierarchy_parent_title College of Science
department_str Computer Science{{{_:::_}}}College of Science{{{_:::_}}}Computer Science
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description Discrete Mathematics is an inevitable part of any undergraduate computer science degree programme. However, computer science students typically find 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. At the turn of the century, a mere 2\% of our first-year students attained a 1st-class mark (a mark over 70\%) in the discrete mathematics course whilst over half of the class were awarded a failing grade (a mark under 40\%). Despite the course syllabusand assessment remaining as difficult as ever (if not more challenging), and despite maintaining the same entrance requirements to the programme whilst more than tripling the class size, for the past two years, two-thirds of the class attained a first-class mark whilst less than 2\% of the class failed. In this paper, we describe and motivate the innovationswhich we introduced, and provide a detailed analysis of how and why attainment levels varied over two decades as a direct result of these innovations.
published_date 2019-10-07T04:12:34Z
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