The refereed proceedings of the 4th International Conference on Discrete Mathematics and Theoretical Computer Science, DMTCS 2003, held in Dijon, France, in July 2003. The 18 revised full papers presented together with 5 invited papers were carefully reviewed and selected from 35 submissions. A broad variety of topics in discrete mathematics and the theory of computing is addressed including information theory, coding, algorithms, complexity, automata, computational mathematics, combinatorial computations, graph computations, algorithmic geometry, relational methods, game-theoretic methods, combinatorial optimization, and finite state systems.

This volume constitutes the refereed post-conference proceedings of the International Conference on Theoretical Computer Science and Discrete Mathematics, held in Krishnankoil, India, in December 2016. The 57 revised full papers were carefully reviewed and selected from 210 submissions. The papers cover a broad range of topics such as line graphs and its generalizations, large graphs of given degree and diameter, graphoidal covers, adjacency spectrum, distance spectrum, b-coloring, separation dimension of graphs and hypergraphs, domination in graphs, graph labeling problems, subsequences of words and Parike matrices, lambda-design conjecture, graph algorithms and interference model for wireless sensor networks.

With recent technological advances in workstations, graphics, graphical user interfaces, and object oriented programming languages, a significant number of researchers are developing general-purpose software and integrated software systems for domains in discrete mathematics, including graph theory, combinatorics, combinatorial optimization, and sets. This software aims to provide effective computational tools for research, applications prototyping, and teaching. In March 1992, DIMACS sponsored a workshop on Computational Support for Discrete Mathematics in order to facilitate interactions between the researchers, developers, and educators who work in these areas. Containing refereed papers based on talks presented at the workshop, this volume documents current and past research in these areas and should provide impetus for new interactions.

This book is based on columns and tutorials published in the Bulletin of the European Association for Theoretical Computer Science (EATCS) during the period 2000OCo2003. It presents many of the most active current research lines in theoretical computer science. The material appears in two volumes, OC Algorithms and ComplexityOCO and OC Formal Models and SemanticsOCO, reflecting the traditional division of the field. The list of contributors includes many of the well-known researchers in theoretical computer science. Most of the articles are reader-friendly and do not presuppose much knowledge of the area in question. Therefore, the book constitutes very suitable supplementary reading material for various courses and seminars in computer science. Contents: Vol 1: Algorithms; Computational Complexity; Distributed Computing; Natural Computing; Vol 2: Formal Specification; Logic in Computer Science; Concurrency; Formal Language Theory. Readership: Upper level undergraduates, graduate students and researchers in theoretical computer science and biocomputing."

contents: vol 1 : Algorithms; Computational Complexity; Distributed Computing; Natural Computing.

This book is based on columns and tutorials published in the Bulletin of the European Association for Theoretical Computer Science (EATCS) during the period 2000-2003. It presents many of the most active current research lines in theoretical computer science. The material appears in two volumes, “Algorithms and Complexity” and “Formal Models and Semantics”, reflecting the traditional division of the field.The list of contributors includes many of the well-known researchers in theoretical computer science. Most of the articles are reader-friendly and do not presuppose much knowledge of the area in question. Therefore, the book constitutes very suitable supplementary reading material for various courses and seminars in computer science.

The central question addressed in Foundations for the Future in Mathematics Education is this: What kind of understandings and abilities should be emphasized to decrease mismatches between the narrow band of mathematical understandings and abilities that are emphasized in mathematics classrooms and tests, and those that are needed for success beyond school in the 21st century? This is an urgent question. In fields ranging from aeronautical engineering to agriculture, and from biotechnologies to business administration, outside advisors to future-oriented university programs increasingly emphasize the fact that, beyond school, the nature of problem-solving activities has changed dramatically during the past twenty years, as powerful tools for computation, conceptualization, and communication have led to fundamental changes in the levels and types of mathematical understandings and abilities that are needed for success in such fields. For K-12 students and teachers, questions about the changing nature of mathematics (and mathematical thinking beyond school) might be rephrased to ask: If the goal is to create a mathematics curriculum that will be adequate to prepare students for informed citizenship—as well as preparing them for career opportunities in learning organizations, in knowledge economies, in an age of increasing globalization—how should traditional conceptions of the 3Rs be extended or reconceived? Overall, this book suggests that it is not enough to simply make incremental changes in the existing curriculum whose traditions developed out of the needs of industrial societies. The authors, beyond simply stating conclusions from their research, use results from it to describe promising directions for a research agenda related to this question. The volume is organized in three sections: *Part I focuses on naturalistic observations aimed at clarifying what kind of “mathematical thinking” people really do when they are engaged in “real life” problem solving or decision making situations beyond school. *Part II shifts attention toward changes that have occurred in kinds of elementary-but-powerful mathematical concepts, topics, and tools that have evolved recently—and that could replace past notions of “basics” by providing new foundations for the future. This section also initiates discussions about what it means to “understand” the preceding ideas and abilities. *Part III extends these discussions about meaning and understanding—and emphasizes teaching experiments aimed at investigating how instructional activities can be designed to facilitate the development of the preceding ideas and abilities. Foundations for the Future in Mathematics Education is an essential reference for researchers, curriculum developers, assessment experts, and teacher educators across the fields of mathematics and science education.

The satisfiability (SAT) problem is central in mathematical logic, computing theory, and many industrial applications. There has been a strong relationship between the theory, the algorithms and the applications of the SAT problem. This book aims to bring together work by the best theorists, algorithmists, and practitioners working on the sat problem and on industrial applications, as well as to enhance the interaction between the three research groups. The book features the applications of theoretical/algorithmic results to practical problems and presents practical examples for theoretical/algorithmic study. Major topics covered in the book include practical and industial SAT problems and benchmarks, significant case studies and applications of the SAT problem and SAT algorithms, new algorithms and improved techniques for satisfiability testing, specific data structures and implementation details of the SAT algorithms, and the theoretical study of the SAT problem and SAT algorithms.

Hopkins collects the work of 35 instructors who share their innovations and insights about teaching discrete mathematics at the high school and college level. The book's 9 classroom-tested projects, including building a geodesic dome, come with student handouts, solutions, and notes for the instructor. The 11 history modules presented draw on original sources, such as Pascal's "Treatise on the Arithmetical Triangle," allowing students to explore topics in their original contexts. Three articles address extensions of standard discrete mathematics content. Two other articles explore pedagogy specifically related to discrete mathematics courses: adapting a group discovery method to larger classes, and using logic in encouraging students to construct proofs.

The book presents the winners of the Abel Prize in mathematics for the period 2013–17: Pierre Deligne (2013); Yakov G. Sinai (2014); John Nash Jr. and Louis Nirenberg (2015); Sir Andrew Wiles (2016); and Yves Meyer (2017). The profiles feature autobiographical information as well as a scholarly description of each mathematician’s work. In addition, each profile contains a Curriculum Vitae, a complete bibliography, and the full citation from the prize committee. The book also includes photos for the period 2003–2017 showing many of the additional activities connected with the Abel Prize. As an added feature, video interviews with the Laureates as well as videos from the prize ceremony are provided at an accompanying website (http://extras.springer.com/). This book follows on The Abel Prize: 2003-2007. The First Five Years (Springer, 2010) and The Abel Prize 2008-2012 (Springer 2014), which profile the work of the previous Abel Prize winners.