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If you are teaching to an audience that will largely be computer science majors (which is often the case), then you should look at the ACM guidelines for an undergraduate computer science curriculum, which includes guidelines for what should be in a discrete math course. Looking at older versions of these guidelines will also give you some sense of how this ...


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You should look at the stated contents of the course you are being asked to teach. Then take a look at what they already have learned when taking this course (perhaps add a bit of refresher, or give them a summary text). Next look at the use they'll have of the material included in the course in later courses, or perhaps in their later life. The above should ...


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This is not a question that can be easily answered without careful historical research. Here are some guesses in the absence of such research. What's been added? Algorithm analysis: big-$O$ notation. Dijkstra's algorithm. Aspects of complexity theory: polynomial-time vs. beyond polynomial. Discussion of the TSP problem, Christofides' heuristic. Cryptography,...


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