Predicate calculus and program semantics
Predicate calculus and program semantics
On the shape of mathematical arguments
On the shape of mathematical arguments
A logical approach to discrete math
A logical approach to discrete math
Algebra of programming
Elements of a Relational Theory of Datatypes
Proceedings of the IFIP TC2/WG 2.1 State-of-the-Art Report on Formal Program Development
Software Abstractions: Logic, Language, and Analysis
Software Abstractions: Logic, Language, and Analysis
Puzzled: Understanding relationships among numbers
Communications of the ACM - Security in the Browser
Students' feedback on teaching mathematics through the calculational method
FIE'09 Proceedings of the 39th IEEE international conference on Frontiers in education conference
Using domain-independent problems for introducing formal methods
FM'06 Proceedings of the 14th international conference on Formal Methods
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Although much of mathematics is algorithmic in nature, the skills needed to formulate and solve algorithmic problems do not form an integral part of mathematics education. In particular, logic, which is central to algorithm development, is rarely taught explicitly at preuniversity level, under the justification that it is implicit in mathematics and therefore does not need to be taught as an independent topic. This paper argues in the opposite direction, describing a one-week workshop done at the University of Minho, in Portugal, whose goal was to introduce to high-school students calculational principles and techniques of algorithmic problem solving supported by calculational logic. The workshop resorted to recreational problems to convey the principles and to software tools, the Alloy Analyzer and Netlogo, to animate models.