Teaching Formal Methods

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

  • C. Neville Dean
  • Raymond T. Boute
Conference proceedings TFM 2004

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

Table of contents

  1. Front Matter
  2. Joy N. Reed, Jane E. Sinclair
    Pages 32-46
  3. Martin Loomes, Bruce Christianson, Neil Davey
    Pages 47-64
  4. Manuel Carro, Julio Mariño, Ángel Herranz, Juan José Moreno-Navarro
    Pages 85-106
  5. Roger Duke, Tim Miller, Paul Strooper
    Pages 124-139
  6. Peter Pepper
    Pages 140-152
  7. Henri Habrias, Sébastien Faucou
    Pages 166-184
  8. Jim Davies, Andrew Simpson, Andrew Martin
    Pages 185-202
  9. Baowen Xu, Yingzhou Zhang, Yanhui Li
    Pages 225-234
  10. Back Matter

About these proceedings

Introduction

“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.

Keywords

Eiffel algorithems design algorithmics algorithms calculus computer science education formal method formal methods formal specification learning metaprogramming programming software design systems design verification

Editors and affiliations

  • C. Neville Dean
    • 1
  • Raymond T. Boute
    • 2
  1. 1.Anglia Polytechnic UniversityCambridgeUK
  2. 2.INTEC, Universiteit GentBelgium

Bibliographic information

  • DOI https://doi.org/10.1007/b102075
  • Copyright Information Springer-Verlag Berlin Heidelberg 2004
  • Publisher Name Springer, Berlin, Heidelberg
  • eBook Packages Springer Book Archive
  • Print ISBN 978-3-540-23611-5
  • Online ISBN 978-3-540-30472-2
  • Series Print ISSN 0302-9743
  • Series Online ISSN 1611-3349
  • About this book