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Discrete Mathematics for Computer Science (Mathematics Across the Curriculum) 1st Edition

1.6 out of 5 stars 11 customer reviews
ISBN-13: 978-1930190863
ISBN-10: 1930190867
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Editorial Reviews

From the Back Cover

Discrete Mathematics for Computer Scientists provides computer science students the foundation they need in discrete mathematics. It gives thorough coverage to topics that have great importance to computer scientists and provides a motivating computer science example for each math topic, helping answer the age-old question, "Why do we have to learn this?"

  • Suitable for either lecture-only or fully-interactive, collaborative course environments
  • Intended for students who have completed, or are simultaneously studying, data structures (CS2)
  • Written by leading academics in the field of computer science.

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About the Author

Clifford Stein is a Professor of IEOR at Columbia University. He also holds an appointment in the Department of Computer Science. He is the director of Undergraduate Programs for the IEOR Department. Prior to joining Columbia, he spent 9 years as an Assistant and Associate Professor in the Dartmouth College Department of Computer Science.

His research interests include the design and analysis of algorithms, combinatorial optimization, operations research, network algorithms, scheduling, algorithm engineering and computational biology. Professor Stein has published many influential papers in the leading conferences and journals in his field, and has occupied a variety of editorial positions including the journals ACM Transactions on Algorithms, Mathematical Programming, Journal of Algorithms, SIAM Journal on Discrete Mathematics and Operations Research Letters. His work has been supported by the National Science Foundation and Sloan Foundation. He is the winner of several prestigious awards including an NSF Career Award, an Alfred Sloan Research Fellowship and the Karen Wetterhahn Award for Distinguished Creative or Scholarly Achievement. He is also the co-author of two textbooks: Discrete Math for Computer Science with Scot Drysdale and Introduction to Algorithms, with T. Cormen, C. Leiserson and R. Rivest—the best-selling textbook in algorithms, which has been translated into 8 languages.

(Robert L.) Scot Drysdale, III is a professor of Computer Science at Dartmouth College and served as Chair of the Computer Science department for eight years. His main research area is algorithms, primarily computational geometry. He is best known for papers describing algorithms for computing variants of a geometric structure called the Voronoi Diagram and algorithms that use the Voronoi Diagram to solve other problems in computational geometry. He has also developed algorithms for planning and testing the correctness of tool path movements in Numerical Control (NC) machining. His work has been supported by grants from the National Science Foundation and Ford Motor Company and he was awarded a Fulbright Fellowship.

He has also made contributions to education. He is a winner of the Dartmouth Distinguished Teaching award. He was a member of the development committee for the AP exam in computer science for four years during its transition from C++ to Java and then chaired the committee for three years. He has been Principal Lecturer for DIMACS and NSF workshops and was co-director of a DIMACS institute. He was a faculty member of the ACM/MAA Institute for Retraining in Computer Science for five years.

--This text refers to an out of print or unavailable edition of this title.
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Product Details

  • Series: Mathematics Across the Curriculum
  • Hardcover: 400 pages
  • Publisher: Key College; 1 edition (September 8, 2005)
  • Language: English
  • ISBN-10: 1930190867
  • ISBN-13: 978-1930190863
  • Product Dimensions: 10.2 x 8.3 x 1.1 inches
  • Shipping Weight: 2.4 pounds
  • Average Customer Review: 1.6 out of 5 stars  See all reviews (11 customer reviews)
  • Amazon Best Sellers Rank: #1,709,833 in Books (See Top 100 in Books)

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Customer Reviews

Top Customer Reviews

Format: Paperback Verified Purchase
As an experienced teacher working on a second bachelor's in preparation for a master's, I am saddened to report this is very possibly the worst textbook I have ever seen in my entire educational life.

Two words summarize the flaws in this alleged textbook: jargon and assumptions.

Every sentence sent me to the math dictionary at least twice. I continually questioned why the writer chose not to use plain language when it was suitable, possible, and appropriate.

To make matters worse, each section begins and is riddled with exercises that assume the reader's understanding of the material. Then, the writer adds insult to injury by relying on those assumptions and referencing the opening exercises as if the exercise taught you something. Whatever happened to teach, example, and exercise? Beginning and inundating the sections with exercises that preempted the scant instruction completely convoluted the entire learning process and destroyed any sense of continuity.

In the end, to use the book I first had to try to identify what the writer was trying to teach, and that wasn't always possible. After scavenging internet math dictionaries to pin down the topic, I then had to further troll the internet to find sites that taught it in a way that would help me understand the book. Even then I had to waste obscene amounts of time sifting through exercise text to isolate the relevant instruction.

Maybe this book was written for postgraduate readers, because if you didn't know the subject matter already, you're not likely learning it from this text.
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The writing of this book is complete garbage. Every chapter is riddled with either non-sense proofs or complete mathematical jargon. They fail to put the concepts into writing understandable to someone who isn't a mathematician. On top of that the book is very quick paced. Constantly there are several page proofs/derivations that confuse you more than help you understand the simple equation shown shortly after. The book does offer helpful "check-up" exercises at the end of each section allowing you to check if you need to make another attempt at deciphering the previous section's jibberish. All in all, if you struggle with math vocabulary I suggest to choose another book. On the contrary if you excel at math and understand math terminology with ease this book might help you quickly learn discretionary mathematics.
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This text is awful. It is disorganized in it's teaching and it is not written in an understandable format. If anything, this text makes it harder to understand discrete math than it should be. I think another reveiwer said it best when he/she wrote: If I could understand this book I wouldn't need it.
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Format: Paperback
As a student, this text is VERY difficult to read. At first I thought to myself, "crap, this is harder than Calc 2!" Eventually, after reading sections over and over and still not understanding, I gave up on this book and used mathisfun.com, Khan Academy and youtube to fill me in. I then realized that discrete math is quite simple. The book made it much more difficult than it needed to be, for example... the entire text on bijection (page 14; there are no pictures to show the difference between injection, bijection and surjection):

"Exercise 1.2-7
The following loop is part of a program to determine the number of triangles formed by n point in the plane:
(1) trianglecount=0
(2) for i = 1 to n
(3) for j = i+1 to n
(4) for k = j+1 to n
(5) if point i,j, and k are not collinear
(6) trianglecount = trianglecount + 1

Among all iterations of line 5 of pseudocode, what is the total number of times this line checks three points to see if they are collinear?

Exercise 1.2-7 has a loop embedded in a loop embedded in another loop. Because the second loop, starting in Line 3, beings with j = i + 1 and j increases upto n and because the third loop, starting in Line 4, begins with k = j + 1 and k increases up to n, the code examines each triple of values i,j,k, with i<j<k, exactly once. For example, if n is 4, then the triple (i,j,k) used by the algorithm, in order are (1,2,3), (1,2,4), (1,3,4), and (2,3,4). Thus, one way to solve Exercise 1.2-7 would be to compute the number of such triples, which we call increasing triples. As with the earlier case of two-element subset, the number of such triples is the number of three-element subsets of an n-element set.
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Format: Paperback
Book reads like some sort of experiment in "learning" "science" in which the customer is the guinea pig. Questions about pseudocode precedes narrative discussion of mathematical topics. Authors leave important points unexplained. For example, at the beginning, they present a pseudocode question about the number of times a nested loop executes, tell you the answer without explanation of how that answer was arrived at, then tell the reader via a footnote that to "ask themselves" how that answer was determined. Ask themselves? If the reader knew the answer, what would they be wasting lifetime reading your book for, Einstein? Useless. So far, every book I have encountered from Pearson has been useless. Utterly useless. Worthless publisher, worthless book.
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