How mathematical thinking enchances computer science problem solving

Gries, David; Marion, Bill; Henderson, Peter B.; Schwartz, Diane

doi:10.1145/364447.364754

Cited by 8 publications

(5 citation statements)

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“…The proposers have been involved with SIGCSE for many years and have the qualifications necessary to make this an engaging and informative special session. SIGCSE has routinely had a sizeable audience with interests in mathematical reasoning (and its use in related areas, such as programming languages and software engineering) as evidenced by panels (e.g., [8,9]) and a continuing series of BoF sessions on mathematical thinking [10]. This tutorial will be of direct interest to that audience.…”

Section: Suitability For Special Sessionmentioning

confidence: 99%

Special session

Sitaraman

Weide

2014

Proceedings of the 45th ACM Technical Symposium on Computer Science Education

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Program correctness is central to computing, with instructors striving to convey the importance of "getting it right" starting in CS1. Teaching this material carefully demands a uniform framework to specify, implement, and reason about software correctness. To make these ideas accessible to educators and students, the tutorial will use RESOLVE, an integrated specification and programming language with a toolset especially designed for building verified components. The tutorial will also discuss how to get students involved through hands-on activities with software construction and modular verification using a web-integrated environment that requires no software installation and that features a prototype "pushbutton" verifying compiler. The proposers have taught the ideas contained here using engaging pedagogical methods in introductory and advanced CS courses to thousands of students and dozens of educators over the past 20 years, and this SIGCSE tutorial will leverage that experience.

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Section: Suitability For Special Sessionmentioning

confidence: 99%

Special session

Sitaraman

Weide

2014

Proceedings of the 45th ACM Technical Symposium on Computer Science Education

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“…The importance of teaching mathematical techniques to complement traditional programming skills is well-documented by the community [1,3]. One of the most well-known efforts is that of Henderson [4,5], whose approach to teaching introductory computer science involves weaving topics in discrete mathematics, problem solving, and algorithm design to emphasize their interconnections.…”

Section: Related Workmentioning

confidence: 99%

“…The concatenation of Strings x1 and y1 is denoted as x1*y1. 3 We use the RESOLVE specification syntax [14]. …”

Section: Course Modulementioning

confidence: 99%

Injecting rapid feedback and collaborative reasoning in teaching specifications

2009

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We describe an approach to teaching formal interface specifications using aspects of the Collaborative Reasoning Paradigm. The module requires students to construct test cases independently and cooperatively based on their understanding of a given set of method specifications. Students are supported by software-based reasoning assistants that guide them through their exercises and provide realtime feedback as they work -both for the students and the instructor. We describe the design of the course module, the supporting reasoning assistant, and representative reasoning exercises. We conclude with a discussion of evaluation results from a recent pilot study conducted at Clemson University.

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“…The emphasis on object-oriented programming is motivated by the importance of this paradigm in modern software practice. Analytical reasoning along with mathematical thinking and computational thinking, are among topics that have received regular SIGCSE attention (e.g., [2] [3]). The emphasis on analytical reasoning is motivated by the supposition that the next generation of software engineers must be able to reason rigorously about the functionality and performance of the software they develop and maintain.…”

Section: Introductionmentioning

confidence: 99%

An ACM 2013 exemplar course integrating fundamentals, languages, and software engineering

Hallstrom

Hochrine

Sorber

et al. 2014

Proceedings of the 45th ACM Technical Symposium on Computer Science Education

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This paper summarizes our experiences integrating topics in the software development fundamentals (SDF), programming languages (PL), and software engineering (SE) knowledge areas of the ACM 2013 curriculum within a single course. It is novel in combining object-oriented programming and software development practices with fundamental analytical reasoning about software correctness. The aim is to integrate and cover the topics in an effective fashion. The course description in this paper represents an approach we have applied successfully for over 5 years. Students tend to consider this course to be one of the more challenging encountered in the first two years of study. Interestingly, the challenge appears to stem equally from mastering object-oriented programming and design pattern components of the course, as it does from learning to use specifications for analytical reasoning of component correctness.

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How mathematical thinking enchances computer science problem solving

Cited by 8 publications

References 0 publications

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Injecting rapid feedback and collaborative reasoning in teaching specifications

An ACM 2013 exemplar course integrating fundamentals, languages, and software engineering

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