Teaching Mathematical Reasoning Principles for Software Correctness and Its Assessment
Teaching Mathematical Reasoning Principles for Software Correctness and Its Assessment
复制标题
软件正确性及其评估的数学推理原理教学
DOI：
10.1145/2716316
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
M. Sitaraman
中科院分区：
文献类型：
--
作者：
Svetlana V. Drachova;J. Hallstrom;J. Hollingsworth;J. Krone;R. Pak;M. Sitaraman
计算机科学专业的本科生需要学习分析推理技能来开发高质量的软件，并理解他们开发的软件为何按规定工作。为了实现这一中心教育目标，本文描述了将推理技能引入课程并评估学生学习这些技能的情况的系统过程。为了促进评估，定义并使用了用于推理正确性的全面原则清单，该清单捕获了学生需要学习的基本技能的更详细信息。这些原理可以在各种课程中以不同深度的方式教授。
说明了特定教学过程的使用，以在二年级开发基础课程和初级软件工程课程的多次迭代中灌输推理原理。本文总结了推理原则清单所激发的学习成果如何引发问题，进而构成仔细分析学生理解和微调教学干预的基础，从而共同促进教学的持续改进。
Undergraduate computer science students need to learn analytical reasoning skills to develop high-quality software and to understand why the software they develop works as specified. To accomplish this central educational objective, this article describes a systematic process of introducing reasoning skills into the curriculum and assessing how well students have learned those skills. To facilitate assessment, a comprehensive inventory of principles for reasoning about correctness that captures the finer details of basic skills that students need to learn has been defined and used. The principles can be taught at various levels of depth across the curriculum in a variety of courses.
The use of a particular instructional process is illustrated to inculcate reasoning principles across several iterations of a sophomore-level development foundations course and a junior-level software engineering course. The article summarizes how learning outcomes motivated by the inventory of reasoning principles lead to questions that in turn form the basis for a careful analysis of student understanding and for fine-tuning teaching interventions that together facilitate continuous improvements to instruction.
影响因子：
22.4
作者：
Glasman, Laura R.;Albarracin, Dolores
通讯作者：
Albarracin, Dolores