After defining the notion of algorithmic hardness, the methods for solving hard problems are systematically presented. For each design method we analyze its limits and its guarantees with respect to solution quality and efficiency.

This course unit looks into algorithmic approaches to the solving of hard problems, particularly with moderately exponential-time algorithms and parameterized algorithms.The seminar is accompanied by a comprehensive reflection upon the significance of the approaches presented for computer science tuition at high schools.

Latest Topics in Algorithms and Comlexity will be discussed.

The main goal of the complexity theory is t to classify computing problems with respect to their hardness. The complexity theory develops methods and proof techniques for establishing lower and upper bounds on the complexity of concrete problemsand for investigating the fundamental propeties of abstract complexity measures and computing models.

This lecture is an introduction to programming based on the language C++;at the same time we present important theoretical concepts that are at the heart of programing. In the first part, we speak about the concepts "Problem", "Program", and "Algorithm" , and we discuss the theoretical limitations of programming. The C++ part is subdivided into "Foundations", "Functions", and "Classes".

Computer science is the subject of teaching as well as a practical tool. Students should familiarize themselves with theoretical foundations and be able to make ingenious use of computer applications. They should know about history, notions, possibilities and limitations of computer science. They are expected to grapple with the effects of information and communication technology on society.

The course deals with didactic aspects of subjects that contribute to general education. We focus on understanding the basic notions of science as determinism, non-determinism, randomness, computation, algorithm, complexity and their computer science aspects. The goal is to combine the mathematical and algorithmic way of thinking with the thinking of software engineers in informatics education.

The unit "Computer Science in Secondary School Mathematics" addresses key contributions of computer science to general education, the tight relations between the algorithmic and the mathematical way of thinking, and the thoughtful choice of computer science topics for high school mathematics classes.

The aim is to provide didactic concepts of teaching computer science fundamentals in the framework of mathematics in order to enable the teachers of mathematics to incorporate topics of informatics into their lessons on applied mathematics.

In the context of an examination lesson conducted and graded at a high school, the candidates provide evidence of the subject-matter-based and didactic skills they have acquired in the course of their training.

In the context of an examination lesson conducted and graded at a high school, the candidates provide evidence of the subject-matter-based and didactic skills they have acquired in the course of their training.

Students conduct two lessons that are evaluated.

During the introductory teaching practice, the students sit in on five lessons given by the teacher responsible for their teaching practice, and teach five lessons themselves. The students are given observation and reflection assignments by the teacher responsible for their teaching practice.

In the mentored work on their subject specialisation, students link high-school and university aspects of the subject, thus strengthening their teaching competence with regard to curriculum decisions and the future development of the tuition. They compile texts under supervision that are directly comprehensible to the targeted readers - generally specialist-subject teachers at high-school level.

In the mentored work on their subject specialisation, students link high-school and university aspects of the subject, thus strengthening their teaching competence with regard to curriculum decisions and the future development of the tuition. They compile texts under supervision that are directly comprehensible to the targeted readers - generally specialist-subject teachers at high-school level.

In their mentored work on subject didactics, students put into practice the contents of the subject-didactics lectures and go into these in greater depth. Under supervision, they compile tuition materials that are conducive to learning and/or analyse and reflect on certain topics from a subject-based and pedagogical angle.

In their mentored work on subject didactics, students put into practice the contents of the subject-didactics lectures and go into these in greater depth. Under supervision, they compile tuition materials that are conducive to learning and/or analyse and reflect on certain topics from a subject-based and pedagogical angle.