| The problem and the purpose of the study. Discrete mathematics, as a separate subject in both college and high school, is a relatively new development. This study attempted to ascertain if there was a consensus regarding the goals, the definition and efficacy of discrete mathematics courses as well as the acceptance of the MAA'S recommendations concerning discrete mathematics. In addition, since discrete mathematics is so closely associated with computer science, the study attempted to ascertain the level of computer usage in discrete mathematics. Who was taking discrete mathematics and when it was being taken were also investigated.; The procedures followed in the study. The investigation for this paper included a review of the literature, a review of discrete mathematics texts, a review of college catalogues, conversations with present and former high school and college s chairs, conversations with discrete mathematics experts and practitioners, a study of the results of the Sloan Project, a questionnaire sent to 100 colleges and a questionnaire sent to 50 high schools.; Fifty-eight department chairs responded to the undergraduate survey instrument and 34 chairs responded to the high school survey instrument.; Results and conclusion. There was general agreement in the following areas: (1) the topics taught, (2) the requirement of discrete mathematics for computer science majors and (3) the fact that calculus classes use the computer more than discrete mathematics classes.; Approximately half the respondents had discrete mathematics as a requirement for mathematics majors. Those colleges that offered a teaching of mathematics or an applied mathematics degree had discrete mathematics as a requirement for these degrees. Discrete mathematics is generally not a requirement for any other discipline other than mathematics or computer science.; Only 20% of the high school respondents taught discrete mathematics.; Teaching discrete mathematics in the first two years of college presented scheduling problems especially in relation to completing the traditional calculus sequence.; There was some ambiguity both in colleges and the high schools concerning the definition and goals of discrete mathematics. |
