Susanna S. Epp
Vincent de Paul Professor of Mathematical Sciences
Office: Schmidt Academic Center 520
Telephone: (773) 325-4880
Fax: (773) 325-7807
E-mail: sepp followed by ("at" symbol).depaul.edu
Autumn 2013 Course
A Sampling of Websites with Applets and Other Activities for Discrete Mathematics
Click here for a listing.
Resource Page for Discrete Mathematics with Applications, 3rd Edition
Resource Page for Discrete Mathematics with Applications, 4th Edition
Resource Page for Discrete Mathematics: An Introduction to Mathematical Reasoning
Ph.D. (Mathematics) University of Chicago, 1968
(Dissertation Title: Submodules of Cayley Algebras, Advisor: Irving Kaplansky)
M.S. (Mathematics) University of Chicago, 1965
B.A. with highest distinction (Mathematics) Northwestern University, 1964
Examining the Role of Logic in Teaching Proof. In Proof and Proving in Mathematics Education, G. Hanna & M. de Villiers, Eds. Springer Publishing, pp. 369-389, 2012. (co-authors: V. Durand-Guerrier, P. Boero, N. Douek, D. Tanguay)
Argumentation and Proof in the Mathematics Classroom. In Proof and Proving in Mathematics Education, G. Hanna & M. de Villiers, Eds. Springer Publishing, pp. 349-367, 2012. (co-authors: V. Durand-Guerrier, P. Boero, N. Douek, D. Tanguay)
Variables in Mathematics Education. In Tools for Teaching Logic. Blackburn, P.; van Ditmarsch, H.; Manzano, M.; Soler-Toscano, F., eds. Springer Publishing, 2011. (Preprint) Reprinted in The Best Writing on Mathematics 2012, M. Pitici, Ed., Princeton Univ. Press, 2012.
Proof Issues with Existential Quantification. In Proof and Proving in Mathematics Education: ICMI Study 19 Conference Proceedings, F. L. Lin et al eds., National Taiwan Normal University, 2009.
The Use of Logic in Teaching Proof. In Resources for Teaching Discrete Mathematics. B. Hopkins, ed. Washington, DC: Mathematical Association of America, 2009, pp. 313-322. (Preprint)
Taking Place Value Seriously: Arithmetic, Estimation, and Algebra (with Roger Howe), Resouces for PMET (Preparing Mathematicians to Educate Teachers), MAA Online, 2008.
Undergraduate Programs and Courses in the Mathematical Sciences: CUPM Curriculum Guide 2004, Washington, D.C.: The Mathematical Association of America, 2004. (Co-author with Harriet Pollatsek et al.) Click here to link to the Internet version of the book. Click here for a brief article about the curriculum guide.
The Role of Logic in Teaching Proof, American Mathematical Monthly (110)10, Dec. 2003, 886-899. (©The American Mathematical Monthly, all rights reserved.)
Mathematics with Applications, 4th Edition, Boston, MA: Brooks/Cole Publishing Company, 2004.
(1st Edition, Belmont: CA: Wadsworth Publishing Company,
1990, 2nd Edition. Pacific Grove, CA: Brooks/Cole Publishing Company,
1995, 3rd Edition, Belmont, CA: Brooks/Cole Publishing Company, 2004.)
Report on the NCTM Principles and Standards for School Mathematics (with Kenneth Ross). In FOCUS, The Newsletter of the Mathematical Association of America, August-September 2000.
The Language of Quantification in Mathematics Instruction. In Developing Mathematical Reasoning in Grades K-12. Lee V. Stiff, Ed. Reston, VA: NCTM Publications, 1999, 188-197.
A Unified Framework for Proof and Disproof. The Mathematics Teacher, vol. 91, no. 8, November, 1998, 708-713.
Logic and Discrete Mathematics in the Schools. In Discrete Mathematics in the Schools, DIMACS Series in Discrete Mathematics and Theoretical Computer Science, vol. 36. Joseph G. Rosenstein, D. S. Franzblau, F. S. Roberts, Eds. Providence, RI: AMS Publications, 1997, 75-83.
The Role of Proof in Problem Solving. In Mathematical Thinking and Problem Solving. Alan H. Schoenfeld, Ed. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc., Publishers, 1994, 257-269.
Precalculus and Discrete Mathematics. Glenview, IL: Scott Foresman, 1991. (Co-author with Anthony Peressini, Zalman Usiskin, et al.)
The Logic of Teaching Calculus. In Toward a Lean and Lively Calculus: Report of the Conference Workshop to Develop Curriculum and Teaching Methods for Calculus at the College Level. Ronald G. Douglas, Ed. Washington, D.C.: Mathematical Association of America, 1987, 41-59.