Teaching Formal Methods : CoLogNET/FME Symposium, TFM 2004, Ghent, Belgium, November 18-19, 2004. Proceedings

C. Neville Dean; Raymond T. Boute (editors)

ISBN 10: 3540236112 / ISBN 13: 9783540236115

Published by Springer, 2004

About this Item

Soft cover. Lecture Notes in Computer Science (LNCS) 3294. Usual ex-library features. The interior is clean and tight. Binding is good. Cover shows slight wear and has library label on spine. 248 pages.

Seller Inventory # 033719

Bibliographic Details

• Title: Teaching Formal Methods : CoLogNET/FME Symposium, TFM 2004, Ghent, Belgium, November 18-19, 2004. Proceedings
• Publisher: Springer
• Publication Date: 2004
• Language: English
• ISBN 10: 3540236112
• ISBN 13: 9783540236115
• Binding: Soft Cover
• Condition: Good
• Book Type: Ex-Library

About this title

Synopsis

“Professional engineers can often be distinguished from other designers by the engineers’ ability to use mathematical models to describe and 1 analyze their products.” This observation by Parnas describes the de facto professional standards in all classical engineering disciplines (civil, mechanical, electrical, etc.). Unf- tunately, it is in sharp contrast with current (industrial) practice in software design, where mathematical models are hardly used at all, even by those who, 2 in Holloway’s words “aspire to be engineers.” The rare exceptions are certain critical applications, where mathematical techniques are used under the general name formal methods. Yet,thesamecharacteristicsthatmakeformalmethodsanecessityincritical applicationsmakethemalsoadvantageousineverydaysoftwaredesignatvarious levels from design e?ciency to software quality. Why, then, is education failing with respect to formal methods? – failing to convince students, academics and practitioners alike that formal methods are truly pragmatic; – failing to overcome a phobia of formality and mathematics; – failing to provide students with the basic skills and understanding required toadoptamoremathematicalandlogicalapproachtosoftwaredevelopment. Until education takes these failings seriously, formal methods will be an obscure byway in software engineering, which in turn will remain severely impoverished as a result.