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Teaching Formal Methods : CoLogNET/FME Symposium, TFM 2004, Ghent, Belgium, November 18-19, 2004. Proceedings / edited by C. Neville Dean, Raymond T. Boute.
LIBRA Q341 .P7 2004
Available from offsite location
- Format:
- Book
- Series:
- Computer Science (Springer-11645)
- Lecture notes in computer science 0302-9743 ; 3294.
- Lecture Notes in Computer Science, 0302-9743 ; 3294
- Language:
- English
- Subjects (All):
- Computers.
- Software engineering.
- Education--Data processing.
- Education.
- Computer logic.
- Logic, Symbolic and mathematical.
- Data structures (Computer science).
- Theory of Computation.
- Software Engineering.
- Computers and Education.
- Logics and Meanings of Programs.
- Mathematical Logic and Formal Languages.
- Data Structures.
- Local Subjects:
- Theory of Computation.
- Software Engineering.
- Computers and Education.
- Logics and Meanings of Programs.
- Mathematical Logic and Formal Languages.
- Data Structures.
- Physical Description:
- 1 online resource (VIII, 252 pages).
- Edition:
- First edition 2004.
- Contained In:
- Springer eBooks
- Place of Publication:
- Berlin, Heidelberg : Springer Berlin Heidelberg : Imprint: Springer, 2004.
- System Details:
- text file PDF
- Summary:
- "Professional engineers can often be distinguished from other designers by the engineers' ability to use mathematical models to describe and 1 analyze their products." This observation by Parnas describes the de facto professional standards in all classical engineering disciplines (civil, mechanical, electrical, etc.). Unf- tunately, it is in sharp contrast with current (industrial) practice in software design, where mathematical models are hardly used at all, even by those who, 2 in Holloway's words "aspire to be engineers." The rare exceptions are certain critical applications, where mathematical techniques are used under the general name formal methods. Yet,thesamecharacteristicsthatmakeformalmethodsanecessityincritical applicationsmakethemalsoadvantageousineverydaysoftwaredesignatvarious levels from design e?ciency to software quality. Why, then, is education failing with respect to formal methods? - failing to convince students, academics and practitioners alike that formal methods are truly pragmatic; - failing to overcome a phobia of formality and mathematics; - failing to provide students with the basic skills and understanding required toadoptamoremathematicalandlogicalapproachtosoftwaredevelopment. Until education takes these failings seriously, formal methods will be an obscure byway in software engineering, which in turn will remain severely impoverished as a result.
- Contents:
- A Beginner's Course on Reasoning About Imperative Programs
- Designing Algorithms in High School Mathematics
- Motivating Study of Formal Methods in the Classroom
- Formal Systems, Not Methods
- A Practice-Oriented Course on the Principles of Computation, Programming, and System Design and Analysis
- Teaching How to Derive Correct Concurrent Programs from State-Based Specifications and Code Patterns
- Specification-Driven Design with Eiffel and Agents for Teaching Lightweight Formal Methods
- Integrating Formal Specification and Software Verification and Validation
- Distributed Teaching of Formal Methods
- An Undergraduate Course on Protocol Engineering - How to Teach Formal Methods Without Scaring Students
- Linking Paradigms, Semi-formal and Formal Notations
- Teaching Formal Methods in Context
- Embedding Formal Development in Software Engineering
- Advertising Formal Methods and Organizing Their Teaching: Yes, but ...
- Retrospect and Prospect of Formal Methods Education in China
- A Survey of Formal Methods Courses in European Higher Education.
- Other Format:
- Printed edition:
- ISBN:
- 978-3-540-30472-2
- 9783540304722
- Access Restriction:
- Restricted for use by site license.
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