Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 111 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR MATHEMATICS › Subchapter C - HIGH SCHOOL › Section 111.46 - Discrete Mathematics for Problem Solving, Adopted 2013 (One-Half to One Credit)

Current through Reg. 49, No. 28; July 12, 2024
(a) General
				  requirements. Students shall be awarded one-half to one credit for successful
				  completion of this course. Prerequisite: Algebra II.
(b) Introduction.
(1) The desire to achieve educational
				  excellence is the driving force behind the Texas essential knowledge and skills
				  for mathematics, guided by the college and career readiness standards. By
				  embedding statistics, probability, and finance, while focusing on fluency and
				  solid understanding, Texas will lead the way in mathematics education and
				  prepare all Texas students for the challenges they will face in the 21st
				  century.
(2) The process standards
				  describe ways in which students are expected to engage in the content. The
				  placement of the process standards at the beginning of the knowledge and skills
				  listed for each grade and course is intentional. The process standards weave
				  the other knowledge and skills together so that students may be successful
				  problem solvers and use mathematics efficiently and effectively in daily life.
				  The process standards are integrated at every grade level and course. When
				  possible, students will apply mathematics to problems arising in everyday life,
				  society, and the workplace. Students will use a problem-solving model that
				  incorporates analyzing given information, formulating a plan or strategy,
				  determining a solution, justifying the solution, and evaluating the
				  problem-solving process and the reasonableness of the solution. Students will
				  select appropriate tools such as real objects, manipulatives, paper and pencil,
				  and technology and techniques such as mental math, estimation, and number sense
				  to solve problems. Students will effectively communicate mathematical ideas,
				  reasoning, and their implications using multiple representations such as
				  symbols, diagrams, graphs, and language. Students will use mathematical
				  relationships to generate solutions and make connections and predictions.
				  Students will analyze mathematical relationships to connect and communicate
				  mathematical ideas. Students will display, explain, or justify mathematical
				  ideas and arguments using precise mathematical language in written or oral
				  communication.
(3) In Discrete
				  Mathematics for Problem Solving, students are introduced to the improved
				  efficiency of mathematical analysis and quantitative techniques over
				  trial-and-error approaches to management problems involving organization,
				  scheduling, project planning, strategy, and decision making. Students will
				  learn how mathematical topics such as graph theory, planning and scheduling,
				  group decision making, fair division, game theory, and theory of moves can be
				  applied to management and decision making. Students will research
				  mathematicians of the past whose work is relevant to these topics today and
				  read articles about current mathematicians who either teach and conduct
				  research at major universities or work in business and industry solving
				  real-world logistical problems. Through the study of the applications of
				  mathematics to society's problems today, students will become better prepared
				  for and gain an appreciation for the value of a career in
				  mathematics.
(4) Statements that
				  contain the word "including" reference content that must be mastered, while
				  those containing the phrase "such as" are intended as possible illustrative
				  examples.