A review of methodologies for solving problems in discrete mathematics

Abstract

Discrete mathematics (DM) activities, it is said, provide a form of fresh start for pupils and instructors. Pupils who have been blench by conventional education mathematics and instructors whose training has long been standardized may discover opportunities for mathematical inquiry and fascinating, non-routine problem solving in the field of DM. At times, formerly underachievement pupils depict mathematical talent that their instructors were unaware of. To fully exploit these opportunities, it is crucial to understand the forms of thinking that discrete mathematical problems naturally elicit when establishing a program curricula, the purports might comprised routes to desirable numerical thinking processes. This study propose some of these patterns of thought, with an emphasis on the notion of modelling the general in the particular. Additionally, specific observations are made on possible emotional paths and frameworks for pupils.