Lecturer: Abrahim Ladha
My Office is in CCB 207B, second floor. I have an open door policy. If my door is open, I am available to ask questions.
Much more logisitical information is on our canvas home page.
Welcome to discrete mathematics! This class is a foundational and very important. You should come to class thinking this is like a language learning class, the bare minimum needed to engage with the material in more advanced courses.
This is subject to change as I realize what takes more or less time.
| No. | Date | Subject | Notes | Rosen book | other |
|---|---|---|---|---|---|
| 01 | Jan 09 | Introduction to Logic | notes | 1.1 | |
| 02 | Jan 11 | Propositional Logic | notes | 1.2,1.3 | |
| 03 | Jan 16 | Predicates and Quantifiers | notes | 1.4,1.5 | |
| 04 | Jan 18 | Inference | notes | 1.6 | |
| 05 | Jan 23 | Proof | notes | 1.7 | |
| 06 | Jan 25 | More Proofs | notes | 1.8 | |
| 07 | Jan 30 | Elementary Set Theory | notes | ||
| 08 | Feb 01 | Set Operations | notes | ||
| 09 | Feb 06 | Functions | notes | ||
| Feb 08 | Exam 1 | ||||
| 10 | Feb 13 | Growth rates of functions | 3.2,3.3 | ||
| 11 | Feb 15 | Divisibility | 4.1 | ||
| 12 | Feb 20 | Modular Arithmetic | notes | 4.3 | |
| 13 | Feb 22 | Primality,GCD,LCM | notes | 4.3 | |
| 14 | Feb 27 | Chinese Remainder Theorem | notes | ||
| 15 | Feb 29 | Ciphers | |||
| 16 | Mar 05 | Proof by Induction | |||
| 17 | Mar 07 | More Induction | |||
| 18 | Mar 12 | Strong Induction | notes | ||
| Mar 14 | Exam 2 | ||||
| 19 | Mar 26 | Counting | |||
| 20 | Mar 28 | Binomial Theorem | |||
| 21 | Apr 02 | Pigeonhole Principle | |||
| 22 | Apr 04 | More on the Pigeonhole Principle | notes | ||
| 23 | Apr 09 | Stars and Bars | |||
| 24 | Apr 11 | Probability Theory | |||
| 25 | Apr 16 | Bayes Theorem | |||
| 26 | Apr 18 | Exam 3 | |||
| 27 | Apr 23 | Final Exam Review | |||
| TBD | Final Exam |
Introduction to Mathematical Philosophy by Bertrand Russell
As a member of the Georgia Tech community, I am committed to creating a learning environment in which all of my students feel safe and included. Because we are individuals with varying needs, I am reliant on your feedback to achieve this goal. To that end, I invite you to enter into dialogue with me about the things I can stop, start, and continue doing to make my classroom an environment in which every student feels valued and can engage actively in our learning community.