fix typos

Author: oscarlevin

generated-assets/.web_assets.pkl

@@ -3,7 +3,7 @@
 	<xi:include href="./bookinfo.ptx" />
 	<book xml:id="dmoi4">
 		<title>Discrete Mathematics</title>
-		<subtitle>An Open Introduction, 4th edition</subtitle>
+		<subtitle>An Open Introduction, 4th Edition</subtitle>
 		<xi:include href="./frontmatter.ptx" />
 		<xi:include href="./ch_intro.ptx" />
 		<xi:include href="./ch_logic.ptx" />

generated-assets/webwork/images/webwork-127-image-1.pdf

@@ -18,7 +18,7 @@
 
     <copyright>
       <year>2013<ndash/>
-      2024</year>
+      2025</year>
       <holder>Oscar Levin</holder>
       <!--
       <minilicense><image source="../images/by-sa.png" />
@@ -60,14 +60,14 @@
 
   <acknowledgement>
     <p>
-      This book would not exist if not for <q>Discrete and Combinatorial Mathematics</q> by Richard Grassl and Tabitha Mingus.
-      It is the book I learned discrete math out of, and what taught with the semester before I began writing this text.
-      I wanted to maintain the inquiry-based feel of their book but update, expand and rearrange some of the material.
+      This book would not exist if not for <q>Discrete and Combinatorial Mathematics,</q> by Richard Grassl and Tabitha Mingus.
+      It is the book I learned discrete math out of, and that I taught with the semester before I began writing this text.
+      I wanted to maintain the inquiry-based feel of their book but update, expand, and rearrange some of the material.
       Some of the best exposition and exercises here were graciously donated from this source.
     </p>
 
     <p>
-      Thanks to the graduate students who have co-taught the Discrete Mathematics course with me over the years, including Evan Czysz, Alees Lee, and Sarah Sparks, who helped develop new activities and exercises that have been incorporated into this text.  Michelle Morgan provided copy-editing support and Jennifer Zakotnik-Gutierrez helped code many of the interactive exercises in the online version of the book.
+      Thanks go to the graduate students who have co-taught the Discrete Mathematics course with me over the years, including Evan Czysz, Alees Lee, and Sarah Sparks, who helped develop new activities and exercises that have been incorporated into this text.  Michelle Morgan provided copy-editing support, and Jennifer Zakotnik-Gutierrez helped code many of the interactive exercises in the online version of the book.
       Thanks also to Katie Morrison, Nate Eldredge, and Richard Grassl (again) for their suggestions after using parts of this text in their classes.
     </p>
 
@@ -83,27 +83,27 @@
 
   <preface xml:id="preface">
     <p>
-      This text aims to introduce select topics in discrete mathematics at a level appropriate for first or second-year undergraduate math and computer science majors, especially those who intend to teach middle and high school mathematics.
+      This text aims to introduce select topics in discrete mathematics at a level appropriate for first- or second-year undergraduate math and computer science majors, especially those who intend to teach middle and high school mathematics.
       The book began as a set of notes for the Discrete Mathematics course at the University of Northern Colorado.
       This course serves both as a survey of the topics in discrete math and as the <q>bridge</q> course for math majors, as UNC does not offer a separate <q>introduction to proofs</q> course.
       As this course has evolved to support our computer science major, so has the text.  The current version of the book is intended to support  inquiry-based teaching for understanding that is so crucial for future teachers, while also providing the necessary mathematical foundation and application-based motivation for computer science students.  While teaching the course in Spring 2024 using an early version of this edition, I was pleasantly surprised by how many students reported that they, for the first time, saw how useful math could be in the <q>real world.</q>  I hope that this experience can be replicated in other classes using this text.
     </p>
 
     <p>
-      This book is intended to be used in a class taught using problem-oriented or inquiry-based methods.  Each section begins with a preview of the content that includes an open-ended <em>Investigate!</em> motivating question, as well as a structured preview activity.  The preview activities are carefully scaffolded to provide an entry-point to the section's topic and prime students to engage deeply in the material.  
+      This book is intended to be used in a class taught using problem-oriented or inquiry-based methods.  Each section begins with a preview of the content that includes an open-ended <em>Investigate!</em> motivating question, as well as a structured preview activity.  The preview activities are carefully scaffolded to provide an entry-point to the section's topic and to prime students to engage deeply in the material.  
       Depending on the pace of the class, I have found success assigning only the section preview before class, using the preview activity as in-class group work, or assigning the entire section to be read before class (each section concludes with a small set of reading questions that can be assigned to encourage students to actually read).  For those readers using this book for self-study, the organization of the sections will hopefully mimic the style of a rich inquiry-based classroom.
     </p>
 
     <p>
       The topics covered in this text were chosen to match the needs of the students I teach at UNC.
       The main areas of study are logic and proof, graph theory, combinatorics, and sequences.
-      Induction is covered at the end of the chapter on sequences.  Discrete structures are introduced <q>as needed</q>, but a more thorough treatment of sets and functions is included as a separate chapter, which can be studied independent of the other content.  Then final chapter covers two additional topics: generating functions and number theory.
+      Induction is covered at the end of the chapter on sequences.  Discrete structures are introduced <q>as needed</q>, but a more thorough treatment of sets and functions is included as a separate chapter, which can be studied independent of the other content.  The final chapter covers two additional topics: generating functions and number theory.
     </p>
 
 
     <p>
       While I believe this selection and order of topics is optimal, you should feel free to skip around to what interests you.
-      There are occasionally examples and exercises that rely on earlier material, but I have tried to keep these to a minimum and usually can either be skipped or understood without too much additional study.
+      There are occasionally examples and exercises that rely on earlier material, but I have tried to keep these to a minimum, and they usually can either be skipped or understood without too much additional study.
       If you are an instructor, you can also create a custom version by editing the <pretext/> source to fit your needs.
     </p>
 
@@ -135,14 +135,14 @@
 
           <li>
             <p>
-              The <em>Investigate!</em> activities of the 3rd edition have been split up into two types: <em>Investigate!</em> questions and Preview Activities.  The former are open-ended questions designed to engage you with the topic soon to be discussed.  The latter are structured preview activities that you should be able to completely answer before reading the section.
+              The <em>Investigate!</em> activities of the 3rd Edition have been split into two types: <em>Investigate!</em> questions and Preview Activities.  The former are open-ended questions designed to engage you with the topic soon to be discussed.  The latter are structured preview activities that you should be able to completely answer before reading the section.
             </p>
           </li>
         </ul>
       </p>
 
       <p>
-        The previous editions (3rd edition, released in 2019, 2nd edition, released in 2016, and the Fall 2015 edition) will still be available for instructors who wish to use those versions due to familiarity.
+        The previous editions (3rd Edition, released in 2019, 2nd Edition, released in 2016, and the Fall 2015 Edition) will still be available for instructors who wish to use those versions due to familiarity.
       </p>
 
       <p>
@@ -158,7 +158,7 @@
 
 
   <preface>
-    <title>How to use this book</title>
+    <title>How to Use This Book</title>
 
     <p>
       In addition to expository text, this book has a few features designed to encourage you to interact with the mathematics.
@@ -170,14 +170,14 @@
 
       <p>
         Sprinkled throughout the sections (usually at the very beginning of a topic) you will find open-ended questions designed to engage you with the topic soon to be discussed.
-        You really should spend some time thinking about, or even working through, these problems before reading the section.  However, don't worry if you cannot find a satisfying solution right away.  The goal is to pique your interest so you will read what is next looking for answers.
+        You really should spend some time thinking about, or even working through, these problems before reading the section.  However, don't worry if you cannot find a satisfying solution right away.  The goal is to pique your interest, so you will read what is next looking for answers.
       </p>
     </paragraphs>
 
     <paragraphs>
       <title>Preview Activities</title>
       <p>
-        Most sections include a structured preview activity.  These contain leading questions that you should be able to completely answer before reading the section.  The idea is that the questions prime you to engage meaningfully with the new content ahead.  If you are using the online version, most of these questions will provide you w immediate feedback so you can be confident moving forward.
+        Most sections include a structured preview activity.  These contain leading questions that you should be able to completely answer before reading the section.  The idea is that the questions prime you to engage meaningfully with the new content ahead.  If you are using the online version, most of these questions will provide you with immediate feedback so you can be confident moving forward.
       </p>
     </paragraphs>
     <paragraphs>
@@ -189,7 +189,7 @@
         Before reading the solution, try to at least have an understanding of what the problem is asking.
         Unlike some textbooks, the examples are not meant to be all-inclusive for problems you will see in the exercises.
         They should not be used as a blueprint for solving other problems.
-        Instead, use the examples to deepen our understanding of the concepts and techniques discussed in each section.
+        Instead, use the examples to deepen your understanding of the concepts and techniques discussed in each section.
         Then use this understanding to solve the exercises at the end of each section.
       </p>
     </paragraphs>

generated-assets/webwork/images/webwork-127-image-1.png

@@ -107,7 +107,7 @@
 					On each is carved a message (strangely in English):
 				</p>
 
-				<sidebyside widths="35% 35%">
+				<sidebyside widths="40% 40%">
 					<p>
 						Exactly one of these chests contains a treasure, while the other is filled with deadly immortal scorpions.
 					</p>
@@ -152,7 +152,7 @@
 					The people at the party are individuals.
 					We can consider the <em>set</em> of people.
 					We can also consider sets of pairs of people, since it takes exactly two people to shake hands.
-					So the question is really about, how many pairs can you make using elements from a 10-element set?
+					So the question is really, how many pairs can you make using elements from a 10-element set?
 				</p>
 
 				<p>
@@ -169,7 +169,7 @@
       </li>
       <li>
         <p>
-          Logic questions also belong under the discrete math umbrella: each statement can have a <em>value</em> of True or False (and there is nothing in-between).  To answer questions like that of the chests of scorpions, we must understand the structure of the statements, and how the truth values of the parts of the statements interact to determine the truth value of the whole statement.
+          Logic questions also belong under the discrete math umbrella: Each statement can have a <em>value</em> of True or False (and there is nothing in-between).  To answer questions like that of the chests of scorpions, we must understand the structure of the statements, and how the truth values of the parts of the statements interact to determine the truth value of the whole statement.
         </p>
       </li>
       <li>