Has our curriculum become math-phobic? (an American perspective)
Proceedings of the 5th annual SIGCSE/SIGCUE ITiCSEconference on Innovation and technology in computer science education
Our curriculum has become math-phobic!
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Striving for mathematical thinking
ACM SIGCSE Bulletin
Materials development in support of mathematical thinking
Working group reports from ITiCSE on Innovation and technology in computer science education
Communications of the ACM - Why CS students need math
Do we need ANY mathematics in computer science curricula?
ACM SIGCSE Bulletin
An Experimental Method for the Active Learning of Greedy Algorithms
ACM Transactions on Computing Education (TOCE)
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This paper discusses the role of proofs in a course on design and analysis of algorithms. It argues that correctness proofs should always be considered as an integral part of algorithmic solutions, which should otherwise be considered as incomplete. Proofs and proof strategies should be emphasized in such a course, and active proof production should be required of students. Such an emphasis can improve mathematical as well as algorithmic skills, and can demonstrate the important and unique role of mathematics within computer science.