000 04443nam a22005535i 4500
001 978-3-540-30472-2
003 DE-He213
005 20160624101912.0
007 cr nn 008mamaa
008 121227s2004 gw | s |||| 0|eng d
020 _a9783540304722
_9978-3-540-30472-2
024 7 _a10.1007/b102075
_2doi
050 4 _aQA76.758
072 7 _aUMZ
_2bicssc
072 7 _aCOM051230
_2bisacsh
082 0 4 _a005.1
_223
245 1 0 _aTeaching Formal Methods
_h[electronic resource] :
_bCoLogNET/FME Symposium, TFM 2004, Ghent, Belgium, November 18-19, 2004. Proceedings /
_cedited by C. Neville Dean, Raymond T. Boute.
260 1 _aBerlin, Heidelberg :
_bSpringer Berlin Heidelberg,
_c2004.
264 1 _aBerlin, Heidelberg :
_bSpringer Berlin Heidelberg,
_c2004.
300 _aVIII, 252 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aLecture Notes in Computer Science,
_x0302-9743 ;
_v3294
505 0 _aA 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.
520 _a“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.
650 0 _aComputer science.
650 0 _aSoftware engineering.
650 0 _aData structures (Computer science).
650 0 _aLogic design.
650 0 _aEducation.
650 1 4 _aComputer Science.
650 2 4 _aSoftware Engineering.
650 2 4 _aComputers and Education.
650 2 4 _aLogics and Meanings of Programs.
650 2 4 _aMathematical Logic and Formal Languages.
650 2 4 _aData Structures.
700 1 _aDean, C. Neville.
_eeditor.
700 1 _aBoute, Raymond T.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9783540236115
786 _dSpringer
830 0 _aLecture Notes in Computer Science,
_x0302-9743 ;
_v3294
856 4 0 _uhttp://dx.doi.org/10.1007/b102075
942 _2EBK3433
_cEBK
999 _c32727
_d32727