Type classes for efficient exact real arithmetic in Coq

Floating point operations are fast, but require continuous effort on the part of the user in order to ensure that the results are correct. This burden can be shifted away from the user by providing a library of exact analysis in which the computer handles the error estimates. Previously, we [Krebbers/Spitters 2011] provided a fast implementation of the exact real numbers in the Coq proof assistant. Our implementation improved on an earlier implementation by O'Connor by using type classes to describe an abstract specification of the underlying dense set from which the real numbers are built. In particular, we used dyadic rationals built from Coq's machine integers to obtain a 100 times speed up of the basic operations already. This article is a substantially expanded version of [Krebbers/Spitters 2011] in which the implementation is extended in the various ways. First, we implement and verify the sine and cosine function. Secondly, we create an additional implementation of the dense set based on Coq's fast rational numbers. Thirdly, we extend the hierarchy to capture order on undecidable structures, while it was limited to decidable structures before. This hierarchy, based on type classes, allows us to share theory on the naturals, integers, rationals, dyadics, and reals in a convenient way. Finally, we obtain another dramatic speed-up by avoiding evaluation of termination proofs at runtime.Comment: arXiv admin note: text overlap with arXiv:1105.275

Black Box White Arrow

The present paper proposes a new and systematic approach to the so-called black box group methods in computational group theory. Instead of a single black box, we consider categories of black boxes and their morphisms. This makes new classes of black box problems accessible. For example, we can enrich black box groups by actions of outer automorphisms. As an example of application of this technique, we construct Frobenius maps on black box groups of untwisted Lie type in odd characteristic (Section 6) and inverse-transpose automorphisms on black box groups encrypting ${\rm (P)SL}_n(\mathbb{F}_q)$. One of the advantages of our approach is that it allows us to work in black box groups over finite fields of big characteristic. Another advantage is explanatory power of our methods; as an example, we explain Kantor's and Kassabov's construction of an involution in black box groups encrypting ${\rm SL}_2(2^n)$. Due to the nature of our work we also have to discuss a few methodological issues of the black box group theory. The paper is further development of our text "Fifty shades of black" [arXiv:1308.2487], and repeats parts of it, but under a weaker axioms for black box groups.Comment: arXiv admin note: substantial text overlap with arXiv:1308.248

Learning by Seeing by Doing: Arithmetic Word Problems

Learning by doing in pursuit of real-world goals has received much attention from education researchers but has been unevenly supported by mathematics education software at the elementary level, particularly as it involves arithmetic word problems. In this article, we give examples of doing-oriented tools that might promote children\u27s ability to see significant abstract structures in mathematical situations. The reflection necessary for such seeing is motivated by activities and contexts that emphasize affective and social aspects. Natural language, as a representation already familiar to children, is key in these activities, both as a means of mathematical expression and as a link between situations and various abstract representations. These tools support children\u27s ownership of a mathematical problem and its expression; remote sharing of problems and data; software interpretation of children\u27s own word problems; play with dynamically linked representations with attention to children\u27s prior connections; and systematic problem variation based on empirically determined level of difficulty

Reinventing discovery learning: a field-wide research program

© 2017, Springer Science+Business Media B.V., part of Springer Nature. Whereas some educational designers believe that students should learn new concepts through explorative problem solving within dedicated environments that constrain key parameters of their search and then support their progressive appropriation of empowering disciplinary forms, others are critical of the ultimate efficacy of this discovery-based pedagogical philosophy, citing an inherent structural challenge of students constructing historically achieved conceptual structures from their ingenuous notions. This special issue presents six educational research projects that, while adhering to principles of discovery-based learning, are motivated by complementary philosophical stances and theoretical constructs. The editorial introduction frames the set of projects as collectively exemplifying the viability and breadth of discovery-based learning, even as these projects: (a) put to work a span of design heuristics, such as productive failure, surfacing implicit know-how, playing epistemic games, problem posing, or participatory simulation activities; (b) vary in their target content and skills, including building electric circuits, solving algebra problems, driving safely in traffic jams, and performing martial-arts maneuvers; and (c) employ different media, such as interactive computer-based modules for constructing models of scientific phenomena or mathematical problem situations, networked classroom collective “video games,” and intercorporeal master–student training practices. The authors of these papers consider the potential generativity of their design heuristics across domains and contexts