MAT-3802 Discrete Mathematics with Game- and Graph Theory - 5 stp

• Combinatorics including combinations
• Properties of integers
• Types of proofs
• Relations and functions, equivalence relations
• Finite state machines and minimization of these
• Recurrence relations with unarranged problems
• Graph theory
• Introductions to gaming

An undergraduate Bachelor Engineering program with minimum 25 credits mathematics, 5 credits statistics, 7,5 credits physics

Application code: 9371

Knowledge (K):

After completing the linear algebra course the candidate:

• Has advanced knowledge of concepts within discrete mathematics.
• Has thorough knowledge of central arguments, combinatorial counting methods and methodologies within the listed concepts in discrete mathematics and know how to apply these in mathematical problems.
• Can analyse formulated discrete problems and identify methods to solve these.

Skills (S):

After completing the linear algebra course the candidate:

• Can recognize and identify discrete problems, make use of a variety of counting methods, elementary number theory, finite state machines, recurrence relations and graphs and trees in order to solve problems.
• Can analyse and deal critically with theories and arguments within the field and use these to structure and formulate scholarly arguments.
• Can identify arguments that can be utilized to solve practical problems like unarranged recurrence relations and game related tasks.

General competence (GC):

After completing the linear algebra course the candidate:

• Can analyse relevant discrete mathematics problems.
• Can apply the knowledge and skills within discrete mathematics to complete assignments.
• Can communicate about different aspects in discrete mathematics, particularly explaining in mathematical terms how to deal with counting problems.
• Can use the knowledge for concepts, theories and methods in discrete mathematics in relevant engineering areas.

The course is taught intensively for two non-consecutive weeks. A combination of lectures followed by task solving sessions and flipped classroom arrangements will be used.

A video and task scheme is offered for students who cannot attend lectures. Support is provided during task solving sessions.

During the flipped classroom arrangement, students have access to shorter videos made by the teacher and work with tasks related to the videos, preferably working with their peers in groups. Support is provided by the teacher during these sessions, both to discuss content of the videos and to support task-solving processes.

The second teaching week contains a project work for two days. Submission of the project work is mandatory.