Abstract
Mathematical logic is a discipline used in sciences and humanities with different point of view. Although in tertiary level computer science education it has a solid place, it does not hold also for secondary level education. We present a heterogeneous study both theoretical based and empirically based which points out the key role of logic in computer science, computer science education and knowledge representation. We focus on the key contrast of semantics and syntax, the resolution principle as a leading inference technique (giving also interesting non-clausal generalization of the rule). Further we discuss the possibilities of inclusion the non-classical (many-valued) logics in education together with the original generalization of the non-clausal resolution rule into fuzzy logic. The last part describes partial results of the research concerning the secondary education in the Czech Republic especially in the mathematical logic field. The generalization of the presented ideas entails the article.
Highlights
Introduction and MotivationLogic is a well-established branch, in comparison with the other theoretical computer science disciplines, with deep tradition and its roots could be found in ancient history. the questions that logic encountered in the past were different, we could formulate some common issues namely the effort to simulate the human reasoning by exact way
We would like to provide the reader with some issues concerning logic and especially automated deduction in computer science education (CSE)
We have presented a brief survey into the possibilities and advantages of computer science based education mathematical logic
Summary
Logic is a well-established branch, in comparison with the other theoretical computer science disciplines, with deep tradition and its roots could be found in ancient history. Its main task is to provide formal (symbolic) framework for knowledge representation and deduction (Lukasová, 2003). As it is common in computer science, we try to find effective algorithms solving this task. We would like to provide the reader with some issues concerning logic and especially automated deduction in computer science education (CSE). Our main current interest is closely related with teaching formal methods of deduction on secondary level and tertiary level education. The experiment for such a teaching has been prepared and it will contain topics described in (Habiballa et al, 2006). It is based especially on two formal methods – tableau method (Fitting, 1996) and the wide-used resolution principle (Bachmair, 2001)
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