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¿µ¹®À¸·Î´Â Discrete Mathematics ¶Ç´Â Combinatorial Theory
µîÀÇ Á¦¸ñÀ» °¡Áø ¼ÀûÀ»Âü°íÇÏ¿© ÇнÀÇϱ⠹ٶø´Ï´Ù.
¾Æ·¡¿¡ Á¦½ÃµÈ Âü°í¹®Çå
Áß¿¡¼ B. Kolman, R.C. Bussy & S. RossÀÇ Àú¼´Â ƯÈ÷ 9Àå
1-3Àý°ú 11Àå 1-2Àý °ÀÇ¿¡ Âü°íÇϱ⠹ٶø´Ï´Ù.
¹ÚÁ¾¾È ¿Ü 2ÀÎ, ÀÌ»ê¼öÇÐ, °æ¹®»ç,
2006.
±è¿ø±Ô, ÀÏÁ¤°½À °ÀÇ·Ï, ÃæºÏ´ë
ÁߵÀ°¿¬¼ö¿ø, 2005.
ÀÌ»ê¼öÇÐ ¹× ±³»ç¿ë Áöµµ¼ (±³À°ºÎ,
Á¦7Â÷ ±³À°°úÁ¤)
ÀüÁ¾¿ì.±è¿ìö, È®·ü·Ð ÀÔ¹®, ¿µÁö¹®È»ç,
1986.
Àü¹®¼®, ÀÌ»ê¼öÇÐ, È«¸ª°úÇÐÃâÆÇ»ç,
1992.
M.O. Albertson & J.P. Hutchinson, Discrete
Mathematics with Algorithms, Wiley, 1988.
R. Graham, D. Knuth & O. Patashnik, Concrete
Mathematics, Addison-Wesley, 1989.
B. Kolman, R.C. Bussy & S. Ross, Discrete
Mathematical Structures, Prentice Hall, 1987.
N. L. Biggs, Discrete Mathematics,
Oxford Science Publications, 1989.
R.C. Bose & B. Manvel, Introduction to Combinatorail
Theory, John Wiley & Sons, 1984.
R. Brualdi, Introductory
Combinatorics, North-Holland, 1977.
M. Hall, Combinatorial Theory,
Wiley Interscience, 1986.
R.M. Young, Excursions in Calculus,
MAA, 1992.
Course
Perspective
Interests
in computer science and the use of computer applications,
together with connections to many real-world situations,
have helped make topics of discrete mathematics more
commonplace in school and university curricula.
A topic of widespread application and interest
is combinatorics, the study
of counting techniques. Enumeration, or counting,
may strike one as an obvious process that a student
learns when first studying arithmetic. But then, it
seems, very little attention is paid to further developments
in counting as the student turns to "more difficult"
areas in mathematics, such as algebra, geometry, trigonometry,
and calculus. . . . Enumeration [however] does not end
with arithmetic. It also has applications in such areas
as coding theory, probability, and statistics (in mathematics)
and in the analysis of algorithms (in computer science).
[Ralph P. Grimaldi, in Discrete and Combinatorial Mathematics,
1994, p. 3]
Combinatorial
Analysis is an area of mathematics concerned with solving
problems for which the number of possibilities is finite
(though possibly quite large). These problems may be
broken into three main categories: determining existence,
counting, and optimization. Sometimes it is not clear
whether a problem has a solution or not. This is a question
of existence. In other cases solutions are known to
exist, but we want to know how many there are. This
is a counting problem. Or a solution may be desired
that is "best" in some sense. This is an optimization
problem. [John A. Dossey, Albert D. Otto, Lawrence E.
Spence, & Charles V. Eynden, in Discrete Mathematics,
1987, p. 1]
Current
documents that support the reform of school mathematics
education suggest the need for increased attention to
topics in discrete mathematics as well as in probability
and statistics. The topic of combinatorics--counting--is
mentioned in the National Council of Teachers of Mathematics
standards documents and in the Mathematical Association
of America's recommendations for teacher preparation
as a topic area worthy of study by middle school and
high school teachers.
This
quarter, we will study and apply combinatorial techniques
in a variety of settings. In doing so, we will
make connections to algebra, probability, and many other
topics in mathematics. During the course, we may also
study the process of proof by induction, the use of
recursion, and the graph theory and knot theory and
more.
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Contact Information
Room 82-105, ÃæºÏ´ëÇб³
»ç¹ü´ëÇÐ Wednesday 3:00-5:00 pm E-mail:
wkkim@chungbuk.ac.kr FAX: 043-275-2715
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Course Requirements and Grading
Scale
Problem Sets &
Quizzes (20%) These will be weekly assignments by
webboard, and several quizzes during the course.
Test (20%) One exam will be given
during the course. The test is tentatively scheduled
for the mid week of the Quarter.
Final Examination (60%)
The test is scheduled
for the last week of the Quarter. |
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