DIMACS Series in
Discrete Mathematics and Theoretical Computer Science
VOLUME Thirty Six
TITLE: "Discrete Mathematics in the Schools"
EDITORS: Joseph G. Rosenstein, Deborah S. Franzblau and Fred S. Roberts.
Published by the American Mathematical Society
and the National Council of Teachers of Mathematics
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Discrete mathematics can and should be taught in K-12
classrooms. This volume, a collection of articles by experienced
educators, explains why and how, including evidence for ``why'' and
practical guidance on ``how''. It also discusses how discrete
mathematics can be used as a vehicle for achieving the broader goals
of the major effort now underway to improve mathematics education.
This volume is intended for several different audiences.
Teachers at all grade levels will find here a great deal of valuable
material that will help them introduce discrete mathematics in their
classrooms, as well as examples of innovative teaching techniques.
School and district curriculum leaders will find articles that address
their questions of whether and how discrete mathematics can be
introduced into their curricula. College faculty will find ideas and
topics that can be incorporated into a variety of courses, including
mathematics courses for prospective teachers. A description of the
organization of this volume and an annotated summary of the articles
it contains can be found in the Overview and Abstracts.
This volume developed from a conference that took place at
Rutgers University on October 2-4, 1992. The conference, entitled
``Discrete Mathematics in the Schools: How Do We Make an Impact?'' was
attended by 33 people, from high schools and colleges, who had played
leadership roles in introducing discrete mathematics at precollege
levels.1
The conference was sponsored by the Center for Discrete Mathematics
and Theoretical Computer Science (DIMACS)2
and funded by the National Science Foundation (NSF).
The invitation to the conference noted that ``Although primarily a
research center, DIMACS is committed to educational programs involving
discrete mathematics... as discrete mathematics activities at K-12
levels increase, it is appropriate for a national center in discrete
mathematics to bring together those associated with such activities
for an opportunity to reflect on how all of our activities can make an
impact on mathematics education nationally.'' The rationale for the
conference is further described in the Introduction, and the
Vision Statement
concerning discrete mathematics in the schools
that emerged from the conference appears directly after this
Preface.
This volume was originally conceived as the proceedings of
the conference. However, as we began receiving and reviewing
articles, we realized that an expanded and more comprehensive book
would have greater value and impact. Accordingly, we solicited
additional articles from appropriate authors; approximately two-thirds
of the articles are based on conference presentations, and the
remainder were written independently. All of the authors received
comments and suggestions from both anonymous referees and the editors,
and revised their articles accordingly; this lengthened considerably
the time to produce the volume, but greatly enhanced its quality.
The editors wish to thank the authors for their cooperation and
patience, as well as for their contributions. We also thank the
referees for their assistance, Reuben Settergren for many hours spent
in editorial work, typesetting, and creating figures, Pat Pravato for
her able secretarial help, and NSF for a supplementary grant that
enabled us to complete the volume.
Compiling a volume like this, involving 34 articles from different
authors, is not an easy task, and we are quite pleased that this task
has now been completed.
Joseph G. Rosenstein
Deborah S. Franzblau
Fred S. Roberts
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