Discrete Mathematics
Hans Georg Schaathun


Discrete Mathematics

Compulsory work

  1. The student-led tutorials count as obligatory assignments.
  2. A class list is presented at the start of the session, and every student has to tick off the exercise he/she is prepared to present.
  3. For each problem a random student is appointed to present a solution.
  4. The presenting student has to be able to answer questions about the solution, both from the class and from the teacher. The solution does not have to be perfect, but is has to be complete solution presented in good faith. In the event that a student is caught bluffing, and clearly is not able to give an adequate solution when called, all ticks for that session are cancelled. The class will advice on the decision.
  5. To be admitted to the exam, a student has to have ticked at least 40% of the problems. This is weigted so each tutorial session counts 1/13 of the total.
  6. The low threshold of 40% is considered to give sufficient slack for sick leave and special circumstances. Mitigating circumstances will only be considered in extreme cases.
  7. You may collaborate as much as you please when you prepare for the tutorial. When you present, however, you are each individually accountable.


  1. The syllabus is defined by the video lectures and exercise sheets.
  2. The exercise sheets are most important. Students who can answer all the exercise sheets will have little trouble in the exam.
  3. The exam may contain a few questions which have been covered only by the video lectures, but such questions will make up only a minor part of the exam.


The module assumes that you have learnt a few topics from the common maths module in the first semester (or elsewhere).

Rules of the game

Mathematics is no more or less difficult than other subjects, but it takes time and effort to learn. It is your responsibility to learn, and you have to put hard work into it. I am here to help, but it is your responsibility to ask for help.

I assume that you ...

  1. Have a reasonable background in mathematics from college and the first semester (see above).
  2. Use all of the provided learning aids and activities.
  3. Put in the 16-20h per week assumed by the Bologna documents.
  4. Come to the classroom sessions and ask questions.

I, on my part, will ...

  1. Help as best I can in response to questions.
  2. Amend, change, or extend the learning aids where appropriate.

Note that both videos and exercise sheets may be amended during the semester. Such changes will be announced in the News section on the web pages. You should make sure that you are familiar with the last version of the material before the exam. Changes will not be made arbitrarily and hopefully not too often; they will be made to correct errors and ommissions, or to make the material easier to understand.

Hans Georg Schaathun / hasc@hials.no