Computing With Coercions

This paper relates two views of the operational semantics of a language with multiple inheritance. It is shown that the introduction of explicit coercions as an interpretation for the implicit coercion of inheritance does not affect the evaluation of a program in an essential way. The result is proved by semantic means using a denotational model and a computational adequacy result to relate the operational and denotational semantics

Denotational Semantics for Subtyping Between Recursive Types

Inheritance in the form of subtyping is considered in the framework of a polymorphic type discipline with records, variants, and recursive types. We give a denotational semantics based on the paradigm that interprets subtyping as explicit coercion. The main technical result gives a coherent interpretation for a strong rule for deriving inheritances between recursive types

Inheritance as Implicit Coercion

We present a method for providing semantic interpretations for languages with a type system featuring inheritance polymorphism. Our approach is illustrated on an extension of the language Fun of Cardelli and Wegner, which we interpret via a translation into an extended polymorphic lambda calculus. Our goal is to interpret inheritances in Fun via coercion functions which are definable in the target of the translation. Existing techniques in the theory of semantic domains can be then used to interpret the extended polymorphic lambda calculus, thus providing many models for the original language. This technique makes it possible to model a rich type discipline which includes parametric polymorphism and recursive types as well as inheritance. A central difficulty in providing interpretations for explicit type disciplines featuring inheritance in the sense discussed in this paper arises from the fact that programs can type-check in more than one way. Since interpretations follow the type-checking derivations, coherence theorems are required: that is, one must prove that the meaning of a program does not depend on the way it was type-checked. The proof of such theorems for our proposed interpretation are the basic technical results of this paper. Interestingly, proving coherence in the presence of recursive types, variants, and abstract types forced us to reexamine fundamental equational properties that arise in proof theory (in the form of commutative reductions) and domain theory (in the form of strict vs. non-strict functions)

Proof Theoretic Concepts for the Semantics of Types and Concurrency

We present a method for providing semantic interpretations for languages with a type system featuring inheritance polymorphism. Our approach is illustrated on an extension of the language Fun of Cardelli and Wegner, which we interpret via a translation into an extended polymorphic lambda calculus. Our goal is to interpret inheritances in Fun via coercion functions which are definable in the target of the translation. Existing techniques in the theory of semantic domains can be then used to interpret the extended polymorphic lambda calculus, thus providing many models for the original language. This technique makes it possible to model a rich type discipline which includes parametric polymorphism and recursive types as well as inheritance. A central difficulty in providing interpretations for explicit type disciplines featuring inheritance in the sense discussed in this paper arises from the fact that programs can type-check in more than one way. Since interpretations follow the type-checking derivations, coherence theorems are required: that is, one must prove that the meaning of a program does not depend on the way it was type-checked. The proof of such theorems for our proposed interpretation are the basic technical results of this paper. Interestingly, proving coherence in the presence of recursive types, variants, and abstract types forced us to reexamine fundamental equational properties that arise in proof theory (in the form of commutative reductions) and domain theory (in the form of strict vs. non-strict functions)

Symbolic Manipulators Affect Mathematical Mindsets

Symbolic calculators like Mathematica are becoming more commonplace among upper level physics students. The presence of such a powerful calculator can couple strongly to the type of mathematical reasoning students employ. It does not merely offer a convenient way to perform the computations students would have otherwise wanted to do by hand. This paper presents examples from the work of upper level physics majors where Mathematica plays an active role in focusing and sustaining their thought around calculation. These students still engage in powerful mathematical reasoning while they calculate but struggle because of the narrowed breadth of their thinking. Their reasoning is drawn into local attractors where they look to calculation schemes to resolve questions instead of, for example, mapping the mathematics to the physical system at hand. We model the influence of Mathematica as an integral part of the constant feedback that occurs in how students frame, and hence focus, their work

Beyond deficit-based models of learners' cognition: Interpreting engineering students' difficulties with sense-making in terms of fine-grained epistemological and conceptual dynamics

Researchers have argued against deficit-based explanations of students' troubles with mathematical sense-making, pointing instead to factors such as epistemology: students' beliefs about knowledge and learning can hinder them from activating and integrating productive knowledge they have. In this case study of an engineering major solving problems (about content from his introductory physics course) during a clinical interview, we show that "Jim" has all the mathematical and conceptual knowledge he would need to solve a hydrostatic pressure problem that we posed to him. But he reaches and sticks with an incorrect answer that violates common sense. We argue that his lack of mathematical sense-making-specifically, translating and reconciling between mathematical and everyday/common-sense reasoning-stems in part from his epistemological views, i.e., his views about the nature of knowledge and learning. He regards mathematical equations as much more trustworthy than everyday reasoning, and he does not view mathematical equations as expressing meaning that tractably connects to common sense. For these reasons, he does not view reconciling between common sense and mathematical formalism as either necessary or plausible to accomplish. We, however, avoid a potential "deficit trap"-substituting an epistemological deficit for a concepts/skills deficit-by incorporating multiple, context-dependent epistemological stances into Jim's cognitive dynamics. We argue that Jim's epistemological stance contains productive seeds that instructors could build upon to support Jim's mathematical sense-making: He does see common-sense as connected to formalism (though not always tractably so) and in some circumstances this connection is both salient and valued.Comment: Submitted to the Journal of Engineering Educatio

The Middle Way: East Asian masters students’ perceptions of critical argumentation in U.K. universities.

The paper explores the learning experiences of East Asian masters students in dealing with Western academic norms of critical thinking in classroom debate and assignment writing. The research takes a cultural approach, and employs grounded theory and case study methodology, the aims being for students to explain their perceptions of their personal learning journeys. The data suggest that the majority of students interviewed rejected full academic acculturation into Western norms of argumentation. They instead opted for a ‘Middle Way’ that synergizes the traditional cultural academic values held by many East Asian students with those elements of Western academic norms that are perceived to be aligned with these. This is a relatively new area of research which represents a challenge for British lecturers and students

Analyzing Problem Solving Using Math in Physics: Epistemological Framing via Warrants

Developing expertise in physics entails learning to use mathematics effectively and efficiently as applied to the context of physical situations. Doing so involves coordinating a variety of concepts and skills including mathematical processing, computation, blending ancillary information with the math, and reading out physical implications from the math and vice versa. From videotaped observations of intermediate level students solving problems in groups, we note that students often "get stuck" using a limited group of skills or reasoning and fail to notice that a different set of tools (which they possess and know how to use effectively) could quickly and easily solve their problem. We refer to a student's perception/judgment of the kind of knowledge that is appropriate to bring to bear in a particular situation as epistemological framing. Although epistemological framing is often unstated (and even unconscious), in group problem solving situations students sometimes get into disagreements about how to progress. During these disagreements, they bring forth explicit reasons or warrants in support of their point of view. For the context of mathematics use in physics problem solving, we present a system for classifying physics students' warrants. This warrant analysis offers tangible evidence of their epistemological framing.Comment: 23 page

Naturally Embedded Query Languages

We investigate the properties of a simple programming language whose main computational engine is structural recursion on sets. We describe a progression of sublanguages in this paradigm that (1) have increasing expressive power, and (2) illustrate robust conceptual restrictions thus exhibiting interesting additional properties. These properties suggest that we consider our sublanguages as candidates for "query languages". Viewing query languages as restrictions of our more general programming language has several advantages. First, there is no "impedance mismatch" problem; the query languages are already there, so they share common semantic foundation with the general language. Second, we suggest a uniform characterization of nested relational and complex-object algebras in terms of some surprisingly simple operators; and we can make comparisons of expressiveness in a general framework. Third, we exhibit differences in expressive power that are not always based on complexity arguments..