‘Mathematical’ does not mean ‘boring’: Integrating software assignments to enhance learning of logico-mathematical concepts

Anna Zamansky; Yoni Zohar

doi:10.1007/978-3-319-39564-7_10

‘Mathematical’ does not mean ‘boring’: Integrating software assignments to enhance learning of logico-mathematical concepts

Department of Information Systems

University of Haifa

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Insufficient mathematical skills of practitioners are hypothesized as one of the main hindering factors for the adoption of formal methods in industry. This problem is directly related to negative attitudes of future computing professionals to core mathematical disciplines, which are perceived as difficult, boring and not relevant to their future daily practices. This paper is a contribution to the ongoing debate on how to make courses in Logic and Formal Methods both relevant and engaging for future software practitioners.We propose to increase engagement and enhance learning by integrating ‘hands-on’ software engineering assignments based on cross-fertilization between software engineering and logic. As an example, we report on a pilot assignment given at a Logic and Formal Methods course for Information Systems students at the University of Haifa. We describe the design of the assignment, students’ feedback and discuss some lessons learnt from the pilot.

Original language	English
Title of host publication	Advanced Information Systems Engineering Workshops - CAiSE 2016 International Workshops, Proceedings
Editors	John Krogstie, Haralambos Mouratidis, Jianwen Su
Publisher	Springer Verlag
Pages	103-108
Number of pages	6
ISBN (Print)	9783319395630
DOIs	https://doi.org/10.1007/978-3-319-39564-7_10
State	Published - 2016
Event	3rd International Workshop on Advances in Services DEsign based on the Notion of CApabiliy, ASDENCA 2016 co-arranged with the 1st International Workshop on Business Model Dynamics and Information Systems Engineering, BumDISE 2016, 4th International Work... - Ljubljana, Slovenia Duration: 13 Jun 2016 → 17 Jun 2016

Publication series

Name	Lecture Notes in Business Information Processing
Volume	249

Conference

Conference	3rd International Workshop on Advances in Services DEsign based on the Notion of CApabiliy, ASDENCA 2016 co-arranged with the 1st International Workshop on Business Model Dynamics and Information Systems Engineering, BumDISE 2016, 4th International Work...
Country/Territory	Slovenia
City	Ljubljana
Period	13/06/16 → 17/06/16

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Automated reasoning
Education
Engagement
Logic
Software engineering
Teaching
Testing

ASJC Scopus subject areas

Management Information Systems
Control and Systems Engineering
Business and International Management
Information Systems
Modelling and Simulation
Information Systems and Management

Access to Document

10.1007/978-3-319-39564-7_10

Cite this

Zamansky, A., & Zohar, Y. (2016). ‘Mathematical’ does not mean ‘boring’: Integrating software assignments to enhance learning of logico-mathematical concepts. In J. Krogstie, H. Mouratidis, & J. Su (Eds.), Advanced Information Systems Engineering Workshops - CAiSE 2016 International Workshops, Proceedings (pp. 103-108). (Lecture Notes in Business Information Processing; Vol. 249). Springer Verlag. https://doi.org/10.1007/978-3-319-39564-7_10

Zamansky, Anna ; Zohar, Yoni. / ‘Mathematical’ does not mean ‘boring’ : Integrating software assignments to enhance learning of logico-mathematical concepts. Advanced Information Systems Engineering Workshops - CAiSE 2016 International Workshops, Proceedings. editor / John Krogstie ; Haralambos Mouratidis ; Jianwen Su. Springer Verlag, 2016. pp. 103-108 (Lecture Notes in Business Information Processing).

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abstract = "Insufficient mathematical skills of practitioners are hypothesized as one of the main hindering factors for the adoption of formal methods in industry. This problem is directly related to negative attitudes of future computing professionals to core mathematical disciplines, which are perceived as difficult, boring and not relevant to their future daily practices. This paper is a contribution to the ongoing debate on how to make courses in Logic and Formal Methods both relevant and engaging for future software practitioners.We propose to increase engagement and enhance learning by integrating {\textquoteleft}hands-on{\textquoteright} software engineering assignments based on cross-fertilization between software engineering and logic. As an example, we report on a pilot assignment given at a Logic and Formal Methods course for Information Systems students at the University of Haifa. We describe the design of the assignment, students{\textquoteright} feedback and discuss some lessons learnt from the pilot.",

keywords = "Automated reasoning, Education, Engagement, Logic, Software engineering, Teaching, Testing",

author = "Anna Zamansky and Yoni Zohar",

note = "Publisher Copyright: {\textcopyright} Springer International Publishing Switzerland 2016.; 3rd International Workshop on Advances in Services DEsign based on the Notion of CApabiliy, ASDENCA 2016 co-arranged with the 1st International Workshop on Business Model Dynamics and Information Systems Engineering, BumDISE 2016, 4th International Work... ; Conference date: 13-06-2016 Through 17-06-2016",

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doi = "10.1007/978-3-319-39564-7\_10",

language = "English",

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Zamansky, A & Zohar, Y 2016, ‘Mathematical’ does not mean ‘boring’: Integrating software assignments to enhance learning of logico-mathematical concepts. in J Krogstie, H Mouratidis & J Su (eds), Advanced Information Systems Engineering Workshops - CAiSE 2016 International Workshops, Proceedings. Lecture Notes in Business Information Processing, vol. 249, Springer Verlag, pp. 103-108, 3rd International Workshop on Advances in Services DEsign based on the Notion of CApabiliy, ASDENCA 2016 co-arranged with the 1st International Workshop on Business Model Dynamics and Information Systems Engineering, BumDISE 2016, 4th International Work..., Ljubljana, Slovenia, 13/06/16. https://doi.org/10.1007/978-3-319-39564-7_10

‘Mathematical’ does not mean ‘boring’: Integrating software assignments to enhance learning of logico-mathematical concepts. / Zamansky, Anna ; Zohar, Yoni.
Advanced Information Systems Engineering Workshops - CAiSE 2016 International Workshops, Proceedings. ed. / John Krogstie; Haralambos Mouratidis; Jianwen Su. Springer Verlag, 2016. p. 103-108 (Lecture Notes in Business Information Processing; Vol. 249).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AU - Zohar, Yoni

N1 - Publisher Copyright: © Springer International Publishing Switzerland 2016.

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N2 - Insufficient mathematical skills of practitioners are hypothesized as one of the main hindering factors for the adoption of formal methods in industry. This problem is directly related to negative attitudes of future computing professionals to core mathematical disciplines, which are perceived as difficult, boring and not relevant to their future daily practices. This paper is a contribution to the ongoing debate on how to make courses in Logic and Formal Methods both relevant and engaging for future software practitioners.We propose to increase engagement and enhance learning by integrating ‘hands-on’ software engineering assignments based on cross-fertilization between software engineering and logic. As an example, we report on a pilot assignment given at a Logic and Formal Methods course for Information Systems students at the University of Haifa. We describe the design of the assignment, students’ feedback and discuss some lessons learnt from the pilot.

AB - Insufficient mathematical skills of practitioners are hypothesized as one of the main hindering factors for the adoption of formal methods in industry. This problem is directly related to negative attitudes of future computing professionals to core mathematical disciplines, which are perceived as difficult, boring and not relevant to their future daily practices. This paper is a contribution to the ongoing debate on how to make courses in Logic and Formal Methods both relevant and engaging for future software practitioners.We propose to increase engagement and enhance learning by integrating ‘hands-on’ software engineering assignments based on cross-fertilization between software engineering and logic. As an example, we report on a pilot assignment given at a Logic and Formal Methods course for Information Systems students at the University of Haifa. We describe the design of the assignment, students’ feedback and discuss some lessons learnt from the pilot.

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ER -

Zamansky A , Zohar Y. ‘Mathematical’ does not mean ‘boring’: Integrating software assignments to enhance learning of logico-mathematical concepts. In Krogstie J, Mouratidis H, Su J, editors, Advanced Information Systems Engineering Workshops - CAiSE 2016 International Workshops, Proceedings. Springer Verlag. 2016. p. 103-108. (Lecture Notes in Business Information Processing). doi: 10.1007/978-3-319-39564-7_10

‘Mathematical’ does not mean ‘boring’: Integrating software assignments to enhance learning of logico-mathematical concepts

Abstract

Publication series

Conference

UN SDGs

Keywords

ASJC Scopus subject areas

Access to Document

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