The CC2001 Task Force makes the following recommendations with respect to the mathematical content of the computer science curriculum: • Discrete mathematics. All students need exposure to the tools of discrete mathematics. When possible, it is best for students to take more than one course in this area, but all programs should include enough exposure to this area to cover the core topics in the DS area. Strategies for integrating discrete mathematics into the introductory curriculum are discussed in section 7.4.
• Additional mathematics. Students should take additional mathematics to develop their sophistication in this area. That mathematics might consist of courses in any number of areas including statistics, calculus, linear algebra, numerical methods, number theory, geometry, or symbolic logic. The choice should depend on program objectives, institutional requirements, and the needs of the individual student.
Business Fund. Analytic And Critical Thinking Info Systems is Tech.-Enabled Business Dev. Interpersonal, Communication, and Team Skills Technology Figure 1. High-Level Categorization of IS Characteristics (IS 2002)
Organizational Problem Solving • Problem solving models, techniques & approaches • Personal decision making • Critical thinking • Methods to collect, summarize and interpret data • Statistical and mathematical methods