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Johnson, Marvin L. – 1989
Discrete mathematics and finite mathematics differ in a number of ways. First, finite mathematics has a longer history and is therefore more stable in terms of course content. Finite mathematics courses emphasize certain particular mathematical tools which are useful in solving the problems of business and the social sciences. Discrete mathematics…
Descriptors: Algorithms, Community Colleges, Course Content, Mathematical Applications
Harper-Marinick, Maria; Gerlach, Vernon S. – Educational Technology, 1986
Describes a five-step set of procedures for designing and developing instruction that promotes student-teacher interaction and teacher responsiveness. The steps described address instructional content, objectives, questions, boundaries, and entry behavior. (MBR)
Descriptors: Algorithms, Behavioral Objectives, Course Content, Instructional Design
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Van Loan, Charles F. – Educational Forum, 1980
Computer science education for the liberal arts student has both a practical value (creating an intelligent consumer) and an appreciative value (teaching algorithmic thinking). A computer literacy course can be structured to harmonize with the aims of liberal education. (SK)
Descriptors: Algorithms, Computer Science, Course Content, General Education