A New Approach for Computer Mathematics
Clifford L. Conrad, Nancy J. Conrad, Harry B. Higley · The Two-Year College Mathematics Journal · 1976
An interesting contemporary phenomenon on the educational scene is the popularity of associate degree programs in computer technology, which presumably arose to fill the gap between high school graduates who must be trained in programming and the graduates of the typical four-year curriculum in computer science. Everyone agrees that an important component of the computer technology program is mathematics; however, not everyone is in agreement regarding the question of what form this mathematics should assume. It is the purpose of this essay to provide an answer to this question. Before discussing the traditional approach to computer mathematics, we must acknowledge two important realities about the world of computer technology. These realities are that computer technology students typically possess only modest abilities in mathematics, and that a very limited amount of curricular space is customarily allocated to computer mathematics (two semesters or six credit hours). In reflecting on the two preceding observations, a prospective designer of mathematics programs finds that, on the one hand, a large amount of material cannot be treated in anything but a superficial manner; on the other hand, a preference for coverage in depth necessitates a rather ruthless suppression of many interesting topics. This is the dilemma which must somehow be resolved. A popular solution to the problem is reflected in the syllabus given below.