@inbook {FMCBSBO11lncs,
	title = {Logic Training through Algorithmic Problem Solving},
	booktitle = {Tools for Teaching Logic},
	series = {LNCS},
	volume = {6680},
	year = {2011},
	pages = {62-69},
	publisher = {Springer Berlin / Heidelberg},
	organization = {Springer Berlin / Heidelberg},
	address = {Salamanca, Spain},
	abstract = {<p>Although much of mathematics is algorithmic in nature, the skills needed to formulate and solve algorithmic problems do not form an integral part of mathematics education. In particular, logic, which is central to algorithm development, is rarely taught explicitly at pre university level, under the justication that it is implicit in mathematics and therefore does not need to be taught as an independent topic. This paper argues in the opposite direction, describing a one week workshop done at the University of Minho, in Portugal, whose goal was to introduce to high-school students calculational principles and techniques of algorithmic problem solving supported by calculational logic. The work shop resorted to recreational problems to convey the principles and to software tools, the Alloy Analyzer and Netlogo, to animate models.</p>
},
	url = {http://link.springer.com/chapter/10.1007\%2F978-3-642-21350-2_8$\#$page-1},
	attachments = {https://haslab.uminho.pt/sites/default/files/jno/files/ticttl11.pdf},
	author = {Jo{\~a}o F. Ferreira and Alexandra Mendes and Alcino Cunha and Carlos Baquero Moreno and Paulo Silva and Luis Soares Barbosa and Jos{\'e} Nuno Oliveira},
	editor = {Patrick Blackburn and Hans van Ditmarsch and Mar{\'\i}a Manzano and Fernando Soler-Toscano}
}