Given the simple fact that mathematics forms the foundation of computing, mathematics must play a meaningful role in the computer science program. This meaningful role, however, must be substantially less, in content, than a second major. We must avoid the extreme of little or no mathematics in the curriculum. We must, at the same time, avoid the excess of too much mathematics.
The need for restraint becomes most obvious when we recognize that the ideal liberal arts program should be approximately one-third for a major, one-third for a broad "liberal arts" component, and one-third for free electives. A curriculum including all of the mathematics suggested in "Curriculum-68", all of the computer science now needed by an individual wishing to devote his or her post-baccalaureate life to computing, and a minimal number of necessary cognates from other disciplines, would strain the traditional concept of the conventional four-year liberal arts degree. Thus, the only alternatives to moderation in the mathematics component are moderation in the major itself (unthinkable), extension of the curriculum to five or more years, and/or conversion of the curriculum to a professional degree, i.e., an engineering degree.
鉴于数学是计算的基础这一简单事实,数学必须在计算机科学程序中扮演有意义的角色。但是,此有意义的角色在内容上必须比第二专业少得多。我们必须避免在课程中少用或少用数学的极端做法。同时,我们必须避免过多的数学。 P>
当我们认识到理想的文科课程的主要部分应约为三分之一,广泛的“文科”部分应占三分之一,自由选修课则应占三分之一,这种束缚的需求就变得尤为明显。一门课程,包括“ 68课程”中建议的所有数学,一个个人现在希望将其学士学位后的生活用于计算的所有计算机科学,以及最少数量的其他学科的必要知识,使传统的四年制文科学位的传统观念变得紧张。因此,在数学部分进行适度考试的唯一替代方法是在专业本身进行适度考试(不可想象),将课程扩展至五年或五年以上,和/或将课程转换为专业学位,即工程学学位。 / P>
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