Increased student participation in a discrete mathematics course

Authors:
Suzanne Fox Buchele
Affiliations:
Southwestern University, Georgetown, Texas
Venue:
Journal of Computing Sciences in Colleges
Year:
2005

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Abstract

A new approach to structuring a Discrete Mathematics course is discussed. The approach centers on student presentations of homework problems during class. Students are encouraged to work collaboratively on homework, but to write up their solutions and/or proofs on their own. Individual students are required to present problems to the class regularly, and approximately 1/2 of each class session is spent going through the homework via student-led presentations. However, homework is weighted relatively low in the course grade, while exams are weighted more heavily. Therefore, the overall approach to the class is for the students to master the material in order to be successful on the individual exams, while encouraging collegial collaborative work inside and outside of class. The course in question was taught using this method five times over five years at a small liberal arts college. Advantages of the approach are discussed, including student engagement in the class, peer modeling of successful mastery of course material, and an improvement of communication skills.