Improving the curriculum through the teaching of calculation and discrimination

Abstract

The field of computing—including its application by programmers, systems analysts and others—suffers tremendously from a lack of use of formal reasoning in everyday work. The problem can be solved, at least partly, by teaching calculational methods in mathematics and programming in the freshman year, and in such a way that students develop a skill with the methods, and not just a passing understanding. Freshman courses should instil the idea that mathematical techniques can help and should encourage a sense of discrimination, of making judgements on technical matters based on technical concerns.

A serious overhaul of the conventional second programming course and the discrete mathematics course along these lines could have a profound impact on the whole computer science curriculum. Moreover, a properly designed course would be beneficial for mathematicians and engineers as well.