Logic Training through Algorithmic Problem Solving

Abstract

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 pre-university 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.

Alexandra Mendes

Assistant Professor

My research focuses on encouraging a wider adoption of software verification by creating tools and methods that hide the complexities of verifying software. Recently, I started work on usable security, in particular on the impact of formal verification on the use and adoption of formally verified security software products. Much of my most recent work overlaps with the area of software engineering. For more details, see selected publications and some of my projects. Follow me on Twitter or add me on LinkedIn.