NSF Org:	DUE Division Of Undergraduate Education
Recipient:	NEW MEXICO STATE UNIVERSITY
Initial Amendment Date:	February 3, 2003
Latest Amendment Date:	February 3, 2003
Award Number:	0231113
Award Instrument:	Standard Grant
Program Manager:	Elizabeth Teles DUE  Division Of Undergraduate Education EDU  Directorate for STEM Education
Start Date:	June 1, 2003
End Date:	May 31, 2006 (Estimated)
Total Intended Award Amount:	$74,432.00
Total Awarded Amount to Date:	$74,432.00
Funds Obligated to Date:	FY 2003 = $74,432.00
History of Investigator:	Jerry Lodder (Principal Investigator) jlodder@nmsu.edu David Pengelley (Co-Principal Investigator) Hing Leung (Co-Principal Investigator) Desh Ranjan (Co-Principal Investigator) Guram Bezhanishvili (Co-Principal Investigator)
Recipient Sponsored Research Office:	New Mexico State University 1050 STEWART ST. LAS CRUCES NM  US  88003 (575)646-1590
Sponsor Congressional District:	02
Primary Place of Performance:	New Mexico State University 1050 STEWART ST. LAS CRUCES NM  US  88003
Primary Place of Performance Congressional District:	02
Unique Entity Identifier (UEI):	J3M5GZAT8N85
Parent UEI:
NSF Program(s):	CCLI-EDUCATIONAL MATERIALS DEV
Primary Program Source:	app-0403
Program Reference Code(s):	9178, 9150, SMET
Program Element Code(s):	742700
Award Agency Code:	4900
Fund Agency Code:	4900
Assistance Listing Number(s):	47.076

ABSTRACT

A team of mathematicians and computer scientists is developing curricular materials, based on original historical sources, for beginning to advanced undergraduate courses in discrete mathematics, courses which today draw a significant number of computer science majors. The historical modules offer excerpts from original source material, together with a sequence of student exercises designed to illuminate the groundbreaking ideas introduced in the source. Pilot testing is also underway at a diverse set of institutions, including the University of the District of Columbia, Northern Kentucky University, Indiana University of Pennsylvania, the University of Southern Colorado, and the United States Military Academy. Other institutions are being added as the project progresses. In addition, the project provides graduate students at New Mexico State University an opportunity to perform apprentice teaching, which also generates additional feedback on the materials. Particular advantages of the historical approach include providing context and direction for the subject matter, honing students' verbal and deductive skills through reading original works, and the rediscovery of conceptual roots common to both discrete mathematics and computer science.

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