**Book Name:**Concrete Mathematics – A Foundation for Computer Science 2nd Edition by Ronald L. Graham, Donald E. Knuth, Oren Patashnik**Author:**Ronald L. Graham, Donald E. Knuth, Oren Patashnik**Pages:**691**Size:**7 MB

# Concrete Mathematics Pdf Download

THIS BOOK IS BASED on a course of the same name that has been taught annually at Stanford University since 1970. About fty students have taken it each year| juniors and seniors, but mostly graduate students| and alumni of these classes have begun to spawn similar courses elsewhere. Thus the time seems ripe to present the material to a wider audience (including sophomores). It was a dark and stormy decade when Concrete Mathematics was born.

Long-held values were constantly being questioned during those turbulent years; college campuses were hotbeds of controversy. The college curriculum itself was challenged, and mathematics did not escape scrutiny. John Hammersley had just written a thought-provoking article \On the enfeeblement of mathematical skills by `Modern Mathematics’ and by similar soft intellectual trash in schools and universities”; other worried mathematicians even asked, \Can mathematics be saved?”

## Concrete Mathematics Pdf Download

One of the present authors had embarked on a series of books called The Art of Computer Programming, and in writing the rest volume he (DEK) had found that there were mathematical tools missing from his repertoire; the mathematics he needed for a thorough, well-grounded understanding of computer programs was quite different from what he’d learned as a mathematics major in college. So he introduced a new course, teaching what he wished somebody had taught him. The course title \Concrete Mathematics” was originally intended as an antidote to \Abstract Mathematics,” since concrete classical results were rapidly being swept out of the modern mathematical curriculum by a new wave of abstract ideas popularly called the \New Math.”

Abstract mathematics is a wonderful subject, and there’s nothing wrong with it: It’s beautiful, general, and useful. But its adherents had become deluded that the rest of mathematics was inferior and no longer worthy of attention. The goal of generalization had become so fashionable that a generation of mathematicians had become unable to relish beauty in the particular, to enjoy the challenge of solving quantitative problems, or to appreciate the value of technique.

Abstract mathematics was becoming inbred and losing touch with reality; mathematical education needed a concrete counterweight in order to restore a healthy balance. When DEK taught Concrete Mathematics at Stanford for the rest time, he explained the somewhat strange title by saying that it was his attempt.

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