Inductive benchmarking for purely functional data structures

Every designer of a new data structure wants to know how well it performs in comparison with others. But finding, coding and testing applications as benchmarks can be tedious and time-consuming. Besides, how a benchmark uses a data structure may considerably affect its apparent efficiency, so the choice of applications may bias the results. We address these problems by developing a tool for inductive benchmarking. This tool, Auburn, can generate benchmarks across a wide distribution of uses. We precisely define 'the use of a data structure', upon which we build the core algorithms of Auburn: how to generate a benchmark from a description of use, and how to extract a description of use from an application. We then apply inductive classification techniques to obtain decision trees for the choice between competing data structures. We test Auburn by benchmarking several implementations of three common data structures: queues, random-access lists and heaps. These and other results show Auburn to be a useful and accurate tool, but they also reveal some limitations of the approach

Evidence-Based Dialogue Maps as a research tool to evaluate the quality of school pupils’ scientific argumentation

This pilot study focuses on the potential of Evidence-based Dialogue Mapping as a participatory action research tool to investigate young teenagers’ scientific argumentation. Evidence-based Dialogue Mapping is a technique for representing graphically an argumentative dialogue through Questions, Ideas, Pros, Cons and Data. Our research objective is to better understand the usage of Compendium, a Dialogue Mapping software tool, as both (1) a learning strategy to scaffold school pupils’ argumentation and (2) as a method to investigate the quality of their argumentative essays. The participants were a science teacher-researcher, a knowledge mapping researcher and 20 pupils, 12-13 years old, in a summer science course for “gifted and talented” children in the UK. This study draws on multiple data sources: discussion forum, science teacher-researcher’s and pupils’ Dialogue Maps, pupil essays, and reflective comments about the uses of mapping for writing. Through qualitative analysis of two case studies, we examine the role of Evidence-based Dialogue Maps as a mediating tool in scientific reasoning: as conceptual bridges for linking and making knowledge intelligible; as support for the linearisation task of generating a coherent document outline; as a reflective aid to rethinking reasoning in response to teacher feedback; and as a visual language for making arguments tangible via cartographic conventions

Lightweight Formal Verification in Classroom Instruction of Reasoning about Functional Code

In college courses dealing with material that requires mathematical rigor, the adoption of a machine-readable representation for formal arguments can be advantageous. Students can focus on a specific collection of constructs that are represented consistently. Examples and counterexamples can be evaluated. Assignments can be assembled and checked with the help of an automated formal reasoning system. However, usability and accessibility do not have a high priority and are not addressed sufficiently well in the design of many existing machine-readable representations and corresponding formal reasoning systems. In earlier work [Lap09], we attempt to address this broad problem by proposing several specific design criteria organized around the notion of a natural context: the sphere of awareness a working human user maintains of the relevant constructs, arguments, experiences, and background materials necessary to accomplish the task at hand. We report on our attempt to evaluate our proposed design criteria by deploying within the classroom a lightweight formal verification system designed according to these criteria. The lightweight formal verification system was used within the instruction of a common application of formal reasoning: proving by induction formal propositions about functional code. We present all of the formal reasoning examples and assignments considered during this deployment, most of which are drawn directly from an introductory text on functional programming. We demonstrate how the design of the system improves the effectiveness and understandability of the examples, and how it aids in the instruction of basic formal reasoning techniques. We make brief remarks about the practical and administrative implications of the system’s design from the perspectives of the student, the instructor, and the grader

Lazy Evaluation and Delimited Control

The call-by-need lambda calculus provides an equational framework for reasoning syntactically about lazy evaluation. This paper examines its operational characteristics. By a series of reasoning steps, we systematically unpack the standard-order reduction relation of the calculus and discover a novel abstract machine definition which, like the calculus, goes "under lambdas." We prove that machine evaluation is equivalent to standard-order evaluation. Unlike traditional abstract machines, delimited control plays a significant role in the machine's behavior. In particular, the machine replaces the manipulation of a heap using store-based effects with disciplined management of the evaluation stack using control-based effects. In short, state is replaced with control. To further articulate this observation, we present a simulation of call-by-need in a call-by-value language using delimited control operations

Counterexamples to simulation in non-deterministic call-by-need lambda-calculi with letrec

This note shows that in non-deterministic extended lambda calculi with letrec, the tool of applicative (bi)simulation is in general not usable for contextual equivalence, by giving a counterexample adapted from data flow analysis. It also shown that there is a flaw in a lemma and a theorem concerning finite simulation in a conference paper by the first two authors