Bunge’s Mathematical Structuralism Is Not a Fiction

In this paper, I explore Bunge’s fictionism in philosophy of mathematics. After an overview of Bunge’s views, in particular his mathematical structuralism, I argue that the comparison between mathematical objects and fictions ultimately fails. I then sketch a different ontology for mathematics, based on Thomasson’s metaphysical work. I conclude that mathematics deserves its own ontology, and that, in the end, much work remains to be done to clarify the various forms of dependence that are involved in mathematical knowledge, in particular its dependence on mental/brain states and material objects

Conceptual Modelling and The Quality of Ontologies: Endurantism Vs. Perdurantism

Ontologies are key enablers for sharing precise and machine-understandable semantics among different applications and parties. Yet, for ontologies to meet these expectations, their quality must be of a good standard. The quality of an ontology is strongly based on the design method employed. This paper addresses the design problems related to the modelling of ontologies, with specific concentration on the issues related to the quality of the conceptualisations produced. The paper aims to demonstrate the impact of the modelling paradigm adopted on the quality of ontological models and, consequently, the potential impact that such a decision can have in relation to the development of software applications. To this aim, an ontology that is conceptualised based on the Object-Role Modelling (ORM) approach (a representative of endurantism) is re-engineered into a one modelled on the basis of the Object Paradigm (OP) (a representative of perdurantism). Next, the two ontologies are analytically compared using the specified criteria. The conducted comparison highlights that using the OP for ontology conceptualisation can provide more expressive, reusable, objective and temporal ontologies than those conceptualised on the basis of the ORM approach

Anaphora and the Logic of Change

This paper shows how the dynamic interpretation of natural language introduced in work by Hans Kamp and Irene Heim can be modeled in classical type logic. This provides a synthesis between Richard Montague's theory of natural language semantics and the work by Kamp and Heim

Four approaches to teaching programming

Based on a survey of literature, four different approaches to teaching introductory programming are identified and described. Examples of the practice of each approach are identified representing procedural, visual, and object-oriented programming language paradigms. Each approach is then further analysed, identifying advantages and disadvantages for the student and the teacher. The first approach, code analysis, is analogous to reading before writing, that is, recognising the parts and what they mean. It requires learners to analyse and understand existing code prior to producing their own. An alternative is the building blocks approach, analogous to learning vocabulary, nouns and verbs, before constructing sentences. A third approach is identified as simple units in which learners master solutions to small problems before applying the learned logic to more complex problems. The final approach, full systems, is analogous to learning a foreign language by immersion whereby learners design a solution to a non-trivial problem and the programming concepts and language constructs are introduced only when the solution to the problem requires their application. The conclusion asserts that competency in programming cannot be achieved without mastering each of the approaches, at least to some extent. Use of the approaches in combination could provide novice programmers with the opportunities to acquire a full range of knowledge, understanding, and skills. Several orders for presenting the approaches in the classroom are proposed and analysed reflecting the needs of the learners and teachers. Further research is needed to better understand these and other approaches to teaching programming, not in terms of learner outcomes, but in terms of teachers’ actions and techniques employed to facilitate the construction of new knowledge by the learners. Effective classroom teaching practices could be informed by further investigations into the effect on progression of different toolset choices and combinations of teaching approache

Behavioral types in programming languages

A recent trend in programming language research is to use behav- ioral type theory to ensure various correctness properties of large- scale, communication-intensive systems. Behavioral types encompass concepts such as interfaces, communication protocols, contracts, and choreography. The successful application of behavioral types requires a solid understanding of several practical aspects, from their represen- tation in a concrete programming language, to their integration with other programming constructs such as methods and functions, to de- sign and monitoring methodologies that take behaviors into account. This survey provides an overview of the state of the art of these aspects, which we summarize as the pragmatics of behavioral types

Formal Component-Based Semantics

One of the proposed solutions for improving the scalability of semantics of programming languages is Component-Based Semantics, introduced by Peter D. Mosses. It is expected that this framework can also be used effectively for modular meta theoretic reasoning. This paper presents a formalization of Component-Based Semantics in the theorem prover Coq. It is based on Modular SOS, a variant of SOS, and makes essential use of dependent types, while profiting from type classes. This formalization constitutes a contribution towards modular meta theoretic formalizations in theorem provers. As a small example, a modular proof of determinism of a mini-language is developed.Comment: In Proceedings SOS 2011, arXiv:1108.279