Carnap: an Open Framework for Formal Reasoning in the Browser

This paper presents an overview of Carnap, a free and open framework for the development of formal reasoning applications. Carnap’s design emphasizes flexibility, extensibility, and rapid prototyping. Carnap-based applications are written in Haskell, but can be compiled to JavaScript to run in standard web browsers. This combination of features makes Carnap ideally suited for educational applications, where ease-of-use is crucial for students and adaptability to different teaching strategies and classroom needs is crucial for instructors. The paper describes Carnap’s implementation, along with its current and projected pedagogical applications

"Boring formal methods" or "Sherlock Holmes deduction methods"?

This paper provides an overview of common challenges in teaching of logic and formal methods to Computer Science and IT students. We discuss our experiences from the course IN3050: Applied Logic in Engineering, introduced as a "logic for everybody" elective course at at TU Munich, Germany, to engage pupils studying Computer Science, IT and engineering subjects on Bachelor and Master levels. Our goal was to overcome the bias that logic and formal methods are not only very complicated but also very boring to study and to apply. In this paper, we present the core structure of the course, provide examples of exercises and evaluate the course based on the students' surveys.Comment: Preprint. Accepted to the Software Technologies: Applications and Foundations (STAF 2016). Final version published by Springer International Publishing AG. arXiv admin note: substantial text overlap with arXiv:1602.0517

Reasoning About a Simulated Printer Case Investigation with Forensic Lucid

In this work we model the ACME (a fictitious company name) "printer case incident" and make its specification in Forensic Lucid, a Lucid- and intensional-logic-based programming language for cyberforensic analysis and event reconstruction specification. The printer case involves a dispute between two parties that was previously solved using the finite-state automata (FSA) approach, and is now re-done in a more usable way in Forensic Lucid. Our simulation is based on the said case modeling by encoding concepts like evidence and the related witness accounts as an evidential statement context in a Forensic Lucid program, which is an input to the transition function that models the possible deductions in the case. We then invoke the transition function (actually its reverse) with the evidential statement context to see if the evidence we encoded agrees with one's claims and then attempt to reconstruct the sequence of events that may explain the claim or disprove it.Comment: 18 pages, 3 figures, 7 listings, TOC, index; this article closely relates to arXiv:0906.0049 and arXiv:0904.3789 but to remain stand-alone repeats some of the background and introductory content; abstract presented at HSC'09 and the full updated paper at ICDF2C'11. This is an updated/edited version after ICDF2C proceedings with more references and correction

The Dafny Integrated Development Environment

In recent years, program verifiers and interactive theorem provers have become more powerful and more suitable for verifying large programs or proofs. This has demonstrated the need for improving the user experience of these tools to increase productivity and to make them more accessible to non-experts. This paper presents an integrated development environment for Dafny-a programming language, verifier, and proof assistant-that addresses issues present in most state-of-the-art verifiers: low responsiveness and lack of support for understanding non-obvious verification failures. The paper demonstrates several new features that move the state-of-the-art closer towards a verification environment that can provide verification feedback as the user types and can present more helpful information about the program or failed verifications in a demand-driven and unobtrusive way.Comment: In Proceedings F-IDE 2014, arXiv:1404.578

Theoretical models of the role of visualisation in learning formal reasoning

Although there is empirical evidence that visualisation tools can help students to learn formal subjects such as logic, and although particular strategies and conceptual difficulties have been identified, it has so far proved difficult to provide a general model of learning in this context that accounts for these findings in a systematic way. In this paper, four attempts at explaining the relative difficulty of formal concepts and the role of visualisation in this learning process are presented. These explanations draw on several existing theories, including Vygotsky's Zone of Proximal Development, Green's Cognitive Dimensions, the Popper-Campbell model of conjectural learning, and cognitive complexity. The paper concludes with a comparison of the utility and applicability of the different models. It is also accompanied by a reflexive commentary[0] (linked to this paper as a hypertext) that examines the ways in which theory has been used within these arguments, and which attempts to relate these uses to the wider context of learning technology research