Discrete Math/Computer Science

The Need for Computer Science 

The computer science field is one of the fastest growing and highest paying career paths in Ohio. However, there is a limited supply of Ohio students interested in Computer Science. This is largely based on how exposed students are to computational thinking and computer science concepts. Additionally, educating students in computer science is beneficial for all students. With the digital age rising, there is a need to develop logical thinking and problem-solving which are all a part of learning computer science.

​Ohio’s Computer Science Standards and Model Curriculum give students experiences that help them discover and take part in a world continually influenced by technology and to understand the role of computing in Ohio.

What is Discrete Mathematics? 

Discrete Mathematics is an area of mathematics that most closely connects with the field of computer science. It is the study of mathematical structures that are countable or otherwise distinct and separable (as opposed to continuous quantities like in algebra or calculus).

Course Description

This course can count towards a student’s third or fourth unit of mathematics and is one of Ohio's new Algebra 2 equivalent Math Pathways' courses. 

Discrete Math/Computer Science (DM/CS) will explore a variety of discrete math topics through a mix of hands-on classroom activities, traditional mathematical/logical reasoning and interactive computer science activities designed for students with no prior coding experience. Topics include Computational Thinking, Computer Logic, Game Theory, Counting/Combinatorics, Probability, Connectivity, Iteration and Recursion, and Cryptography. All topics emphasize logical reasoning, proof, and communication with precise mathematical and computer science language.
 
Ohio’s Learning Standards relevant to the integration of Computer Science and Discrete Mathematics are assigned to this course. During the next standard revision more standards specific to Discrete Mathematics may need to be developed.

Background

The Ohio Department of Education and Workforce is partnering with the Ohio Department of Higher Education and Ohio Math Initiative to create courses that will satisfy the credit requirement for Algebra 2. Several groups were formed: (1) An advisory council, made up of representatives from a variety of education organizations; (2) Math Pathways Architects, made up of higher education and high school math faculty; and (3) course-specific workgroups. 

The advisory council focused on communication and supports surrounding systems and structures. The Math Pathways Architects group is focusing on aligning the math pathways between high school and college and career. These groups proposed a Discrete Math/Computer Science course as an Algebra 2-equivalent course.

Target Students

Discrete Math/Computer Science is beneficial for students who need a third or fourth credit in mathematics and are not intending to pursue a career that requires calculus. It is appropriate for students with limited or no prior programming. This course is ideal for absolute beginners who want to acquire a basic working knowledge of computer science. Discrete Math/Computer Science is designed to be a hands-on course that promotes reasoning using the standards for mathematical practice.

The course is especially appropriate for a student who has the following characteristics:

  • Anticipates a career in the emerging fields of computer science, computational data analysis or technology;
  • Is interested in applied fields of study that use mathematics;
  • Enjoys exploring mathematics in an engaging, hands-on environment;
  • Plans on pursuing a pathway that does not require calculus; and/or
  • Plans on pursuing computer technology or STEM fields at a postsecondary institution.

Students who succeed in this course may take an Algebra 2 (or other equivalent) course, College Credit Plus (CCP) course or Advanced Placement (AP) math course for their fourth unit of mathematics credit. Although students who take this course have flexibility in which follow-up math courses they take, this course pairs especially well with AP Computer Science A, AP Computer Science Principles, a CCP Discrete Math Course, or a CCP Data Science course. Although, there are many careers in computer science or technology that do not require Calculus, if students become interested in an advanced degree in computer science that requires Calculus, they should take an Algebra 2 course in tandem with an AP Computer Science A course following this course.

Registration Process

The Ohio Department of Education and Workforce, in partnership with the Ohio Educational Service Center Association (OESCA), is providing opportunities to expand the High School Mathematics Pathways Initiative to support districts for the 2025-2026 school year.
COMPLETE ONE REGISTRATION FORM FOR EACH SCHOOL IF:

  • The school is offering this Algebra 2 equivalent course for the first time in 2025-26.
  • The school offered this Algebra 2 equivalent course for the first time in 2024-25*.
  • The school has offered this Algebra 2 equivalent course previously, but the course will be taught by a teacher new to the course who has not completed training.

*There is no additional fee for Year 2 teachers who completed training for the 2024-25 school year.

Before applying, you may choose to review the Algebra 2 Equivalent Course Readiness Checklist. The checklist is to encourage your school and community to consider a broad range of factors when considering adding an Algebra 2 equivalent course.

You will be asked for the following information [view a read-only PDF registration form for reference only]:

  • LEA (school building) information
  • Contact information for building principal/assistant principal
  • Contact information of teachers/specialists who will participate in teaching or supporting the course (including e-mail)
  • Contact information for LEA authorized representative
  • Plan for participation in the 2025-26 school year (first-time applicant, returning, new teacher)

To help support a more successful implementation, professional development will be required for all teachers participating in the course. Teachers will be expected to attend a summer workshop and ongoing professional development throughout the school year.

For questions, email Brian Bickley at Mathematics@education.ohio.gov. 

Registration Information and Materials 

Resources 

Last Modified: 10/17/2025 11:20:16 AM