The wave of developments in science and technology prompted the mathematics educators to respond to the call for academic innovations. One evidence is the recognition of the significance of discrete mathematics in the training of students and teachers at all levels (MECS, NSTA 1985; Ralston 1986; Iris 1989). The Association a/Computing Machinery (ACM) Curriculum Committee designed a mathematical requirement for computer scientists different from the traditional mathematics program. The curriculum includes mathematical logic, correctness of algorithms and reliability of programs, set theory, combinatorics, graph theory and finite mathematical structures. Since these topics do not concern the continuous functions, the whole course is called discrete mathematics. This subject intends to develop the thought patterns and processes that are needed in computer science. Consequently, a lot of books on discrete mathematics have been written and are available in the market today.