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Teaching Formal Methods

CoLogNET/FME Symposium, TFM 2004, Ghent, Belgium, November 18-19, 2004. Proceedings

  • Conference proceedings
  • © 2004

Overview

Editors:
  1. C. Neville Dean

    1. Anglia Polytechnic University, Cambridge, UK

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    You can also search for this editor in PubMed   Google Scholar

  2. Raymond T. Boute

    1. INTEC, Universiteit Gent, Belgium

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    You can also search for this editor in PubMed   Google Scholar

Part of the book series: Lecture Notes in Computer Science (LNCS, volume 3294)

Included in the following conference series:

Conference proceedings info: TFM 2004.

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Table of contents (16 papers)

  1. Front Matter

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  2. A Beginner’s Course on Reasoning About Imperative Programs

    • Kung-Kiu Lau
    Pages 1-16

  3. Designing Algorithms in High School Mathematics

    • Sylvia da Rosa
    Pages 17-31

  4. Motivating Study of Formal Methods in the Classroom

    • Joy N. Reed, Jane E. Sinclair
    Pages 32-46

  5. Formal Systems, Not Methods

    • Martin Loomes, Bruce Christianson, Neil Davey
    Pages 47-64

  6. A Practice-Oriented Course on the Principles of Computation, Programming, and System Design and Analysis

    • Egon Börger
    Pages 65-84

  7. Teaching How to Derive Correct Concurrent Programs from State-Based Specifications and Code Patterns

    • Manuel Carro, Julio Mariño, Ángel Herranz, Juan José Moreno-Navarro
    Pages 85-106

  8. Specification-Driven Design with Eiffel and Agents for Teaching Lightweight Formal Methods

    • Richard F. Paige, Jonathan S. Ostroff
    Pages 107-123

  9. Integrating Formal Specification and Software Verification and Validation

    • Roger Duke, Tim Miller, Paul Strooper
    Pages 124-139

  10. Distributed Teaching of Formal Methods

    • Peter Pepper
    Pages 140-152

  11. An Undergraduate Course on Protocol Engineering – How to Teach Formal Methods Without Scaring Students

    • Manuel J. Fernández-Iglesias, Martín Llamas-Nistal
    Pages 153-165

  12. Linking Paradigms, Semi-formal and Formal Notations

    • Henri Habrias, Sébastien Faucou
    Pages 166-184

  13. Teaching Formal Methods in Context

    • Jim Davies, Andrew Simpson, Andrew Martin
    Pages 185-202

  14. Embedding Formal Development in Software Engineering

    • Ken Robinson
    Pages 203-213

  15. Advertising Formal Methods and Organizing Their Teaching: Yes, but ...

    • Dino Mandrioli
    Pages 214-224

  16. Retrospect and Prospect of Formal Methods Education in China

    • Baowen Xu, Yingzhou Zhang, Yanhui Li
    Pages 225-234

  17. A Survey of Formal Methods Courses in European Higher Education

    • J. N. Oliveira
    Pages 235-248

  18. Back Matter

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About this book

“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.

Editors and Affiliations

  • Anglia Polytechnic University, Cambridge, UK

    C. Neville Dean

  • INTEC, Universiteit Gent, Belgium

    Raymond T. Boute

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