UNIT 2:

INTRODUCTION TO DISCRETE MATHEMATICS

Discrete Mathematics is the study of mathematical structures that are countable or

otherwise distinct and separable. Examples of structures that are discrete are
combinations, graphs, and logical statements. Discrete structures can be finite or infinite.
Discrete mathematics is in contrast to continuous mathematics, which deals with
structures, which can range in value over the real numbers, or have some non-separable
quality.

Essential Question/s:
• What is Discrete Mathematics?
• What are the important contents of Discrete Mathematics?

Intended Learning Outcomes:

• Define Discrete Mathematics
• Explain the origin of Discrete Mathematics.

Course Material:

Since the time of Isaac Newton and until quite recently, almost the entire emphasis of
applied mathematics has been on continuously varying processes, modeled by the mathematical
continuum and using methods derived from the differential and integral calculus. In contrast,
discrete mathematics concerns itself mainly with finite collections of discrete objects. With the
growth of digital devices, especially computers, discrete mathematics has become more and more
important.

Discrete structures can be counted, arranged, placed into sets, and put into ratios with
one another. Although discrete mathematics is a wide and varied field, there are certain rules that
carry over into many topics. The concept of independent events and the rules of product, sum,
and PIE are shared among combinatorics, set theory, and probability. In addition, De Morgan's
laws are applicable in many fields of discrete mathematics.

Often, what makes discrete mathematics problems interesting and challenging are the
restrictions that are placed on them. Although the field of discrete mathematics has many elegant
formulas to apply, it is rare that a practical problem will fit perfectly to a specific formula. Part of
the joy of discovering discrete mathematics is to learn many different approaches to problem-
solving, and then be able to creatively apply disparate strategies towards a solution.

Origin of Discrete Mathematics

1|Page
 The word “discrete” is used in the sense of “separated from each other” the opposite of
“continuous”. It is also often used in the more restrictive sense of “finite” usually define as “the
mathematics of discrete sets”. According to John Dossey, president of NCTM (National Council
of Teachers of Mathematics) from 1986 to 1988, the emergence of discrete mathematics as a
separate area of study begins in the late 1960s. Since then, many influential texts appear in the
academic arena. Today discrete mathematics has become a significant area of study in different
domains. Rosenstein, Franzblau, and Roberts (1997) comment: “Increasingly, discrete
mathematics is used by decision-makers in business and government; by workers in such fields
as telecommunications and computing that depend upon information transmission; and by those
in many rapidly changing professions involving health care, biology, chemistry, automated
manufacturing, transportation, etc. Increasingly, discrete mathematics is the language of a large
body of science and underlies decisions that individuals will have to make in their own lives, in
their professions, and as citizens.”

Discrete mathematics is concerned with structures that take on a discrete value often
infinite in nature. Just as the real-number system plays a crucial role in continuous mathematics,
integers are the cornerstone in discrete mathematics. Many recent researchers have identified
multiple dimensions of discrete mathematics. For example, discrete problems bring out different
ways of proving (Grenier & Payan, 1998); discrete structures enable work on the construction of
mathematical models, optimization, operational research and experimental mathematics (Maurer,
1997); discrete concepts are accessible, and problems are easy to understand (De Bellis &
Rosenstein, 2004); discrete concepts have different kinds of definitions and representations
(Ouvrier-Buffet, 2011); some discrete problems are real world problems developing and using
techniques from mathematics and computer science (Schuster, 2004), etc.

Discrete mathematics has appeared as an excellent modelling tool for analyzing real-world
phenomena that varies from routing protocols, cryptography, to DNA sequencing. The difference
between Discrete Mathematics and other disciplines is the basic foundation on proof as its modus
operandi for determining truth, whereas science for example, relies on carefully analyzed
experience. Discrete Mathematics problems provide a strong initiative for developing and
teaching algorithms; conversely, the study of algorithms requires a lot of discrete mathematics.
Hence, studying algorithms and programming can be a good way to justify the introduction of
discrete mathematics contents (Modeste, 2016).

Importance of Discrete Mathematics (According to International Bodies)

The importance of Discrete Mathematics has increased dramatically within the last few
years and remains at the heart of any contemporary study related to computing which demands
from every student to attain mathematical maturity and ability to deal with abstraction, algorithms
and graphs (Lipschutz & Lipson & Patilm, 2005). The topics cover in Discrete Mathematics
provides the essential background required to understand many computer operations and is,
therefore, an essential part of computing curricula. According to the National Council of Teachers
of Mathematics (2000) recommendations, discrete mathematics is an essential part of the
educational curriculum (Principles and Standards for School Mathematics).

This significance of discrete mathematics has also been acknowledged by many other
international bodies. For example, the MAA report from an ad-hoc committee consisting of
mathematicians and computer scientists recommended that “discrete mathematics should be part

2|Page
of the first two years of the standard mathematics curriculum at all colleges and universities”. The
report further recommends the teaching of topics from discrete mathematics at the secondary
level – like the notions of proof, recursion, induction, modelling, and algorithmic thinking
(Rosenstein, et al., 1997). At university level, the Educational Activities Board of the Institute of
Electrical and Electronics Engineers (IEEE) recommended a freshman discrete mathematics
course. The Association for Computing Machinery (ACM) and IEEE accreditation guidelines has
mandated a discrete mathematics course for university level computing students. Even the Joint
Task Force on Computing Curricula (2013) of the ACM and the IEEE Computer Society has
declared discrete mathematics as one of the two largest components in the “core body of
knowledge” recommended for all computer science students (ACM/IEEE,2013).

Debellis & Rosenstein (2004) argue that discrete mathematics should be viewed not only as
a collection of new and interesting mathematical topics, but more importantly, as a vehicle for
providing teachers with a new way to think about traditional mathematical topics and new
strategies for engaging their students in the study of mathematics. For example, through teaching
of graphs, they can encourage students to solve a variety of problems – for example, linking sites
using minimal connections, finding a shortest path or circuit, or applying graph coloring to conflict
situations, using vertex-edge graphs to model networks. Similarly, through teaching of counting
problems they can encourage students to find solutions of problems – like finding the number of
different pizzas that use four out of eight toppings, and applying counting strategies to solve
problems in probability; and model and solve growth problems – like the number of animals in a
habitat, using iterative procedures. Teaching of counting and number theory and logic can help
students to understand basic abstract structures that can be used in the solutions of many applied
problems.

Contents of Discrete Mathematics Course

Usually, discrete math course covers five important themes:

1. Mathematical Reasoning: to make students able to understand mathematical reasoning in

order to read, comprehend, and construct mathematical arguments. This has been done
through the introduction of logic and various technique of mathematical proof including
mathematical induction.
2. Combinatorial Analysis: the ability to count or enumerate objects is an important problem-
solving skill. A computer scientist must have the knowledge of combinatorial analysis to solve
counting problems and analyze algorithms.
3. Discrete Structures: many abstract mathematical structures are used to represent discrete
objects including sets, permutations, relations, graphs, trees, and finite-state machines. For
a computer science student, the understanding of these objects and relationships between
these objects is very essential.
4. Algorithmic Thinking: An algorithm is the primary building block of computer programming.
But, the knowledge and understand of the time and space complexity of algorithms are very
essential for developing efficient computer programs.
5. Applications and Modeling: Modeling with discrete mathematics is an extremely important
problem-solving skill. In professional life, computing students are required to constructing
their own models to solve in-hand problems.

From the above discussion, we can conclude that discrete mathematics is a powerful source
of problems for teaching and learning mathematical proofs and processes and engaging students
in developing new ways of thinking (such as recursive thinking), heuristics and problem-solving
skills. Hence, one of the prime aims of teaching discrete mathematics, should be to teach students
how to think logically and mathematically and to extend their mathematical maturity and ability to
deal with abstraction. It is important to notice that for teaching discrete mathematics computing
3|Page
knowledge and formal mathematics prerequisites are minimal; calculus is not required. However,
college algebra is the only explicit prerequisite. At the same time, a certain degree of mathematical
maturity is needed to study discrete mathematics in a meaningful way.

Suggested Readings:

• Pasha, M. A. (2019, May 2).importance of discrete mathematics in computing.

http://www.ithub.edu.pk/importance-of-discrete-mathematics-in-computing/

• Raval, S. (2019, March 19). YouTube. https://www.youtube.

com/ watch?v=LGt4PE7-ATI

Unit Activity/Assessment:

Browse the lessons for discussions in this instructional material along with the contents of
Discrete Mathematics course in this lesson. Research also the IT OBE curriculum by CHED or
your curriculum copy. What future IT major subjects of yours will benefit from you having a solid
foundation in Discrete Mathematics? Explain.

4|Page