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What is a Random Sequence
 The Mathematical Association of America, Monthly
, 2002
"... there laws of randomness? These old and deep philosophical questions still stir controversy today. Some scholars have suggested that our difficulty in dealing with notions of randomness could be gauged by the comparatively late development of probability theory, which had a ..."
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there laws of randomness? These old and deep philosophical questions still stir controversy today. Some scholars have suggested that our difficulty in dealing with notions of randomness could be gauged by the comparatively late development of probability theory, which had a
Improving Mathematically Oriented Programming Skills In Computer Science Studies
, 2002
"... We describe an instructional approach to enhance mathematical orientation in programming skills among beginning Computer Science students. We were motivated by the belief that adequate mathematical education is a crucial component in a programmer's training, since mathematical skills are an ind ..."
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We describe an instructional approach to enhance mathematical orientation in programming skills among beginning Computer Science students. We were motivated by the belief that adequate mathematical education is a crucial component in a programmer's training, since mathematical skills are an indispensable component of proficient programmers' knowledge. We use elementary mathematics to anchor the new CS knowledge and skills, by engaging the students in solving authentic mathematically oriented problems, whose solutions require mathematical inquiry, as well as mathematically oriented programming skills. Solving problems of this type continuously throughout CS studies enables the students to grasp the CS professional work, and in particular the role of mathematics in the work of proficient programmers. We describe three examples of problems, for which we analyze the advantage of using mathematics and recommend on pedagogical activity accordingly. We also exemplify and analyze the implementation of our approach in class.
How to Explain (and Overcome) 2 % Barrier in Teaching Computer Science: Fuzzy Ideas Can Help
"... Computer science educators observed that in the present way of teaching computing, only 2 % of students can easily handle computational concepts – and, as a result, only 2 % of the students specialize in computer science. With the increasing role of computers in the modern world, and the increasing ..."
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Computer science educators observed that in the present way of teaching computing, only 2 % of students can easily handle computational concepts – and, as a result, only 2 % of the students specialize in computer science. With the increasing role of computers in the modern world, and the increasing need for computerrelated jobs, this 2 % barrier creates a shortage of computer scientists. We notice that the current way of teaching computer science is based on easiness of using twovalued logic, on easiness of dividing all situations, with respect to each property, into three classes: yes, no, and unknown. The fact that the number of people for whom such a division is natural is approximately 2 % provides a natural explanation of the 2 % barrier – and a natural idea of how to overcome this barrier: to tailor our teaching to students for whom division into more than three classes is much more natural. This means, in particular, emphasizing fuzzy logic, in which for each property, we divide the objects into several classes corresponding to different degrees with which the given property is satisfied. 1
How to Explain (and Overcome) 2 % Barrier
"... Abstract Computer science educators observed that in the present way of teaching computing, only 2 % of students can easily handle computational concepts – and, as a result, only 2 % of the students specialize in computer science. With the increasing role of computers in the modern world, and the in ..."
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Abstract Computer science educators observed that in the present way of teaching computing, only 2 % of students can easily handle computational concepts – and, as a result, only 2 % of the students specialize in computer science. With the increasing role of computers in the modern world, and the increasing need for computerrelated jobs, this 2 % barrier creates a shortage of computer scientists. We notice that the current way of teaching computer science is based on easiness of using twovalued logic, on easiness of dividing all situations, with respect to each property, into three classes: yes, no, and unknown. The fact that the number of people for whom such a division is natural is approximately 2 % provides a possible explanation of the 2 % barrier – and a natural idea of how we can try to overcome this barrier: to tailor our teaching to students for whom division into more than three classes is much more natural. This means, in particular, emphasizing fuzzy logic, in which for each property, we divide the objects into several classes corresponding to different degrees with which the given property is satisfied. We also analyze which are the best ways to implement the corresponding fuzzy ideas.