DEGREE/PROGRAMME TITLE: Bachelor of Education

SPECIALIZATION: Computer Studies
COURSE NAME: Discrete Mathematics for Computing


This course will develop student teachers’ understanding of and response to:
1. Concepts in propositional logic and reasoning.
2. Principles of Boolean algebra.
3. Properties of sets, functions and relations.
4. Evaluation of logical proofs.

UNIT 1: Sets, Logic and Boolean Algebra
Number of hours: 13
Learning Outcomes: Student teachers should be able to:
1.1 Define various sets, including power set of a set and partition of a set and use the various
symbols of set theory.
1.2 Work with the set operations of ∪ , ∩∧ on more than two sets while making use of
the properties associated with these operations.
1.3 Create Boolean polynomials using the operations +, - and ~.
1.4 Create logical statements using disjunction, conjunction, negation and implication.
1.5 Use tables to determine the possible values of a Boolean polynomial or logical statement.
1.6 Work with Boolean algebras in a variety of contexts, including sets, propositions and
1.7 Simplify a circuit by seeking a minimal Boolean polynomial.

1.1 Types of set (Power set, proper set, subset)
1.2 Symbols of set theory ( ∪ , ∩ , , ∅ , ≠ , ∈, ∋ )
1.3 Set operations ( ∪ , ∩ , )
1.4 Logical operators (, , ~, ↔ ,→ , , )
○ Operator precedence

Updated May 30, 2017 Teachers' Colleges of Jamaica Page 1 of 5

1 Define and create examples of. the Cartesian product of two sets. the quotient of the set and a partition of the set. relations which are not equivalence relations. Anti-symmetry iv.. Reflexivity ii. relations. Content: 2. 2. 2.3 Create a variety of pictorial representations of relations and functions. relations which are not functions and functions which are one-one. 2.4 Use an equivalence relation on a set to produce equivalence classes. 2017 Teachers' Colleges of Jamaica Page 2 of 5 .6 Quantifiers (universal quantifier and existential quantifiers) UNIT 2: Relations and Functions Number of hours: 810 Learning Outcomes: Student teachers should be able to: 2.. ○ Conditional propositions ○ Reasoning  Deductively  Inductively Abductively ○ Truth table ○ Double implication ○ Compound statements ○ Logical equivalence 1.5 De Morgan’s law 1.1 Functions (range. Symmetry iii. equivalence Relations.2 Relations  Properties i. partial ordering and functions. Transitivity  Equivalence Relations and Equivalence Classes Order Relations Partial orders Total orders UNIT 3: Methods of logical proof Updated May 30.2 Create examples of. domain)  Composite  Injective  Surjective  Bijective 2.

4 Permutations 4. Content: 3.1 Provide examples of: an experiment and its sample space.Number of hours: 8 Learning Outcomes: Student teachers should be able to: 3. Content: 4.2 Multiplication principle 4.2 Calculate the number of permutations and combinations which may be created for a set of objects. 4.2 Provide examples of a theorem and its. 3. while correctly using the standard notions for binomial coefficients.4 Produce a simple indirect proof (reduction and absurdum) such as the classic proof that √ 2 is irrational. 4.. contrapositive and contradiction UNIT 4: Combinatorics Number of hours: 68 Learning Outcomes: Student teachers should be able to: 4. 3.2 Mathematical induction ○ Basis step ○ Recursive step ○ Conclusion 3. axioms (assumptions). only if and if and only if.then.3 Calculate permutations of sets which may be partitioned. if. converse. hypothesis and conclusion. various types of events and a Updated May 30.3 Converse. 4.1 Explain the nature of a proof while making use of the terms.1 Factorial 4.1 Integers.5 Determine when a proof by mathematics induction is possible and use this technique in simple proofs. statement. 3.4 Illustrate examples involving the fundamental counting principles by means of tree diagrams. 3.1 Use the fundamental counting principle in determining the number of possible outcomes of an experiment. inverse and contrapositive. complex numbers 3. 2017 Teachers' Colleges of Jamaica Page 3 of 5 . real numbers.5 Combinations UNIT 5: Probability and expectation Number of hours: 9 Learning Outcomes: Student teachers should be able to: 5.3 Addition principle 4.3 Make proper use of the expressions. permutations and combinations.

5. 56.4 Trees Spanning trees Binary search trees Tree traversals (pre-order. whenever possible. in-order and post order traversals) Updated May 30. simple graph.5 Use the kth power of the adjacency matrix to determine the number of walks of length k in a graph. bipartite graph.3 Paths and cycles Euler’s cycles  Degree of a vertex Hamiltonian cycles 6.2 Use the properties of a finite probability space to calculate the probability of an event and its complement and conditional probabilities. 2017 Teachers' Colleges of Jamaica Page 4 of 5 . impossible events 5.3 Determine the appropriateness of and be able to use.3 Locate/create a particular walk. 56.  Sample space  Possible events.2 Conditional probability UNIT 56: Graph Theory and adjacencyand adjacency Matrices Number of hours: 102 Learning Outcomes: Student teachers should be able to: 56.2 Graph representation  Simple graphs  Weighted graphs  Directed graphs 56. 5. 5. order. 56. trail.4 Create a discrete random variable on a finite sample space and calculate the expectation for the random variable. 56. labeled graph. Content: 5. Content: 56. size and type (as listed above) as well as the degree of a vertex. map colouring.1 Graphs definition  Edges  Vertices 56. etc. directed graph and tournament. dominance. graph. communication and transportation networks.4 Produce the adjacency matrix and incidence matrix for a given graph. finite probability space.2 Determine from a given graph its.6 Apply graphs to problems involving. Venn diagrams and tree diagrams in calculating certain probabilities. 56. certain events.1 Define and produce a variety of examples of a. complete graph.1 Theoretical versus experimental probability. path or cycle. for a given graph.

2017 Teachers' Colleges of Jamaica Page 5 of 5 . Schaum’s Outline of Essential Computer Mathematics. R. Lipschutz. New York: McGraw-Hill. Discrete Mathematics. (7th ed. RECOMMENDED TEXTS AND REQUIRED READING Johnsonbaugh.). Updated May 30. ASSESSMENT STRATEGIES Coursework Weighting: 40% Coursework should include: Assignments (at least twofive assignments on units 1 to 6) 20% Tests (at least two on units 1 to 6) 20% Written Examination Weighting 60% One 2 ½ hours examination consisting of at least six (6) structured questions. S. (1987). London: Prentice Hall. (2009).

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