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How to Think about Algorithms

Contributor(s): Edmonds, Jeff (Author)

ISBN: 9781009302135

Publisher: Cambridge University Press

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$42.00
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Pub Date: March 7, 2024

Dewey: 518.1

LCCN: 2023011130

Lexile Code: 0000

Features: Bibliography, Index

Target Age Group: NA to NA

Physical Info: 1.09" H x 9.61" L x 6.85" W ( 2.66 lbs) 464 pages

BISAC Categories:

Computers | General

Descriptions, Reviews, etc.

Description: Understand algorithms and their design with this revised student-friendly textbook. Unlike other algorithms books, this one is approachable, the methods it explains are straightforward, and the insights it provides are numerous and valuable. Without grinding through lots of formal proof, students will benefit from step-by-step methods for developing algorithms, expert guidance on common pitfalls, and an appreciation of the bigger picture. Revised and updated, this second edition includes a new chapter on machine learning algorithms, and concise key concept summaries at the end of each part for quick reference. Also new to this edition are more than 150 new exercises: selected solutions are included to let students check their progress, while a full solutions manual is available online for instructors. No other text explains complex topics such as loop invariants as clearly, helping students to think abstractly and preparing them for creating their own innovative ways to solve problems.

Brief description: Jeff Edmonds is Professor in the Department of Electrical Engineering and Computer Science at York University, Canada.

Review Quotes: 'Jeff Edmonds' How to Think about Algorithms offers a fresh perspective, placing methodical but intuitive design principles (pre- and post-conditions, invariants, 'transparent' correctness) as the bedrock on which to build and practice algorithmic thinking. The book reads like an epic guided meditation on the vast universe of algorithms, directing the reader's attention to the core of each insight, while stimulating the mind through well-paced examples, playful but concise analogies, and thought-provoking exercises.' Nathan Chenette, Rose-Hulman Institute of Technology

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