%0 Book Section
%B Tools for Teaching Logic
%D 2011
%T Logic Training through Algorithmic Problem Solving
%A João F. Ferreira
%A Alexandra Mendes
%A Alcino Cunha
%A Carlos Baquero Moreno
%A Paulo Silva
%A Luis Soares Barbosa
%A José Nuno Oliveira
%E Patrick Blackburn
%E Hans van Ditmarsch
%E María Manzano
%E Fernando Soler-Toscano
%C Salamanca, Spain
%I Springer Berlin / Heidelberg
%P 62-69
%S LNCS
%U http://link.springer.com/chapter/10.1007%2F978-3-642-21350-2_8#page-1
%V 6680
%X <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>
%> https://haslab.uminho.pt/sites/default/files/jno/files/ticttl11.pdf