Reflections on B3, discrete structures

Waxman, Jerry

doi:10.1145/382205.382891

Cited by 8 publications

(10 citation statements)

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“…In addition, there has been an ongoing debate on B3 in the SIGCSE Bulletin [10][11][12][13][14][15].…”

Section: Introductionmentioning

confidence: 99%

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The why and how of discrete structures

Berztiss

1976

Proceedings of the Sixth SIGCSE Technical Symposium on Computer Science Education - SIGCSE '76

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Eight years after Curriculum 68 there is still much uncertainty regarding the place of discrete mathematics in a computer science curriculum. This paper explores the purposes of discrete mathematics courses in a very broad context.It is suggested that discrete mathematics be distributed over two courses, and that the attitudes established in the courses are more important than the contents of the courses.

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“…In addition, there has been an ongoing debate on B3 in the SIGCSE Bulletin [10][11][12][13][14][15].…”

Section: Introductionmentioning

confidence: 99%

“…The latest contributors to the debate take positions about as far apart as can be taken: Waxman [13] suggests that B3 be abolished; Prather [14] and Korfhage [15] would have us follow Curriculum 68 recommendations with little change. So great a difference of opinion should not exist after eight years of experimentation with Curriculum 68.…”

Section: Introductionmentioning

confidence: 99%

The why and how of discrete structures

Berztiss

1976

Proceedings of the Sixth SIGCSE Technical Symposium on Computer Science Education - SIGCSE '76

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“…A more recent article [5] suggests that the problems are fundamental and perhaps insurmountable within the prevailing context.…”

Section: Introductionmentioning

confidence: 99%

Another look at the discrete structures course

Prather

1976

SIGCSE Bull.

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Over the last several years since the introduction of B3 (Discrete Structures) into the undergraduate computer science curriculum, the course has been the subject of continuing controversy. The major difficulties later found in implementing the course were easy to foresee from the most casual reading of its original description in Curriculum '68 [1]. The necessary placement of the course in the sophomore year, the relative sophistication of the intended subject matter, and the lack of sufficient preparation of most beginning students in these areas and in appropriate computer science areas of application, all have contributed to problems in the implementation of the ACM Curriculum Committee recommendations. We will discuss each of these problems in turn, and hope to provide new insights toward achieving a satisfactory solution.

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“…In a recent paper [1], Jerry Waxman discusse s the discrete structures course, B3, and argue s that it should be replaced in the curriculum . A s author of one of the texts cited by Waxman, an d contributor to the formulation of B3, I must tak e issue with his opinions and conclusions .…”

mentioning

confidence: 99%

The case for B3—a reply to Waxman

Korfhage

1975

SIGCSE Bull.

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Reflections on B3, discrete structures

Cited by 8 publications

References 1 publication

The why and how of discrete structures

The why and how of discrete structures

Another look at the discrete structures course

The case for B3—a reply to Waxman

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