Logic Course Research Articles

Exploration and Practice of Question-based Teaching Method in University Digital Logic Course

This paper mainly discusses the application of question-based teaching method in digital logic course of university. By raising questions related to the course content before class, this method guides students to think and explore independently, aiming to improve students' learning initiative and promote knowledge in-depth understanding and long-term memory. The results show that the question-based teaching method can effectively improve students' learning effect and interest, and provide useful practical experience for the teaching reform of digital logic course.

Improving University Second-year Students’ Problem-Solving Skills in Computer Science Course (Digital Logic course) through Engineering Design Process in Inner Mongolia

Many researchers regarded that problem solving skill is one of the most important learning outcomes to help students adapt to the learning and working environment (Xiao et al, 2019). Through reading a large number of articles and experimental research, this study finds that currently the development of and research on problem-solving skill in university students who are major in computer science in digital logic course in Inner Mongolia is limited, especially in the context of STEM education. STEM education is currently widely valued in the K12 stage, but the STEM literacy of college students also needs to be paid attention to. There is an important need for developing university students’ problem-solving skill systematically and effectively, revealing the importance of this research. In the research field, process of engineering design was designed to developing students’ problem-solving skill. In order to have an in-depth understanding of the research questions, mixed methods were adopted. Students were divided into 2 groups: Experimental Group and the Control Group. The participants were 1 teacher and 140 students at university second-year at a university in Inner Mongolia. To collect reliable and valid data, standardized test of problem-solving skill, teacher interview form was designed. Independent T-test was used to analyze the quantitative data.

One Logical Lacuna

The effectiveness of place-based education in inspiring care for natural and local environments, improving academic performance, dispelling with artificial dichotomies, and grounding philosophic discourse is supported by research whose results have been published not only concerning elementary and alternative settings, but collegiate ones as well. However, very little if any reporting has been done on its effectiveness in formal logic. Given the foundational nature of logic and its tendency to fulfill general education requirements, this is unfortunate. Though I am persuaded it takes more than pedagogical magic wands to inspire self-driven student success, reflections on and examples of the actual constructions of a collegiate level introductory logic course that uses place-based curricula that also boasts some general statistical reassurance seems worth sharing. And, much to my own enjoyment, “sharing” provides me with an opportunity to describe a well-received extra credit opportunity involving a nationally recognized on campus tree tour.

Effect of Student Attitudes on Mathematical Understanding Ability in Mathematical Logic in Hybrid Learning

This studi aims to determine the effect of students’ attitudes on learning outcomes of mathematical logic and to determine how much influence students’ attitudes have on learning outcomes of mathematical logic The research sample consisted of third semester students of the computer science engineering program who took the mathematical logic course. The result obtained are that there is an effect of attitude on the learning outcomes of student mathematical logic. The result of the regression model obtained with the value of F count = 7.055 with a significance level of 0.009 < 0,005 with indicates that there is an effect of attitude on the learning outcomes of mathematical logic. The result of the correlation value r is 0.231 and the coefficient of determination (R square) is 0.053 which shows that the effect of the independent variable (attitude) on the dependent variable (learning outcomes of mathematical logic) is 5.3%. This shows that there is a positive influence of students’ attitudes on students’ learning outcomes in mathematical logic.

Logik und Geschlecht? Empirische Daten zu Logikeinführungen im Philosophiestudium an deutschen Universitäten1

Although the underrepresentation of women in academic philosophy is well-known and hard to overlook, philosophers started to pay more attention to the actual data on and potential explanations of the underrepresentation of women in philosophy only in the last decade and predominately in anglophone countries. The data I present in this paper deal with introductory logic courses at German universities (gender of textbook authors, gender of logic course instructors, student grades by gender at one university). Two results are particularly noteworthy: For one, logic teaching in Germany is currently predominantly male and even more male than philosophy teaching as a whole. For another, there is no evidence for any differences between grades of female and male students. The student grade data, however, illustrate how statistical phenomena like Simpson's paradox can explain how male students can appear to achieve better grades than female students even if there is no underlying difference: When correcting for students’ major (philosophy vs. STEM), logic grades of male and female students are remarkably similar. Although the scope of the data presented here is limited, they allow to add further details to an emerging map of the profession. I close with some suggestions for avoiding stereotyping logic as “male”.

Teaching an Introductory Logic Course in High Schools and Colleges

In order to improve the challenging situation in teaching an introductory logic course as a part of a curriculum in high schools and colleges, this paper aims to answer the following two questions. First, what should an introductory logic course teach? Second, what would be an effective teaching plan for an introductory logic course? An answer can be found at the 2022 High School Logic and Thinking Curriculum. It emphasizes first, to teach contemporary logic, second, to teach deductive logic and inductive logic evenly, and third, to introduce the connection between logic and contemporary science technologies such as coding and machine learning. In addition, this paper proposes that an urgent practical matter to be dealt with is a reference book for such an introductory logic course and re-education programs for teachers of this sort in high schools and colleges.

EXPLORING STUDENTS' PROFICIENCY THROUGH PERSONAL CHARACTERISTICS IN MATH LOGIC COURSES USING PEER TEACHING FLIPPED CLASSROOM

Mathematical logic is a mandatory course offered in a range of educational settings. Mathematical logic is a kind of particular understanding. Students must understand the concept of mathematical logic before they can apply it to solve problems. On the other hand, students are divided into two major personality types: extroverts and introverts. Students' personality types influenced their study process. This study was carried out to examine the impact of students' personality types on their conceptual understanding abilities. Where questionnaires for personality examinations and tests for understanding concepts were employed as research instruments. According to research findings, in using the peer teaching flipped classroom model, students' conceptual understanding in math logic courses is strongly affected by personality category. The results of experiments such as peer teaching flipped classrooms exhibit that extrovert students have better conceptual understanding skills than introvert students. On the other hand, students who use the PTFC model are better than students who learn using the conventional models. Creating videos and organizing class discussions has a big impact on students who are outgoing. They can improve their skills while also sharing their knowledge and information with their classmates.

Effects of Synchronous and Asynchronous Approaches in Geometry Learning to Stimulate Students' Critical Thinking

Geometry learning has an important role in stimulating critical thinking. During the Covid-19 pandemic, synchronous and asynchronous approaches became an alternative in geometry learning. The purpose of this study is to investigate the effectiveness of geometry learning by combining synchronous and asynchronous approaches in stimulating critical thinking. This study used a mixed design, namely quantitative and qualitative approaches. The sample was mathematics education students who had taken basic calculus and mathematical logic courses. Quantitative data collection used critical thinking worksheets and questionnaires to measure student activities and responses. Qualitative data collection through learning video recordings and researcher notes during learning. The results showed that student activity was high. Details can be explained in the discussion section.

ANITA: Analytic Tableau Proof Assistant

This work presents the system ANITA (Analytic Tableau Proof Assistant) developed for teaching analytic tableaux to computer science students. The tool is written in Python and can be used as a desktop application, or in a web platform. This paper describes the logical system of the tool, explains how the tool is used and compares it to several similar tools. ANITA has already been used in logic courses and an evaluation of the tool is presented.

З історії викладання логіки в Університеті Св. Володимира

The history of logic in Ukraine is still not sufficiently studied. Researchers, as a rule, analyze the legacy of outstanding scholars from a historical-philosophical point of view, paying attention to philosophical problems considered in their works. Logical issues are left out of consideration. One of the reasons is that a small number of original logical works have survived to this day. Besides, these are mostly archival documents, including lecture manuscripts, essays on specific issues of logic, curriculums, etc. If we consider the published works, they are mostly textbooks, some of which remain unknown to a wide circle of scholars.
 In this context, the purpose of the paper is to analyze the teaching of logic at St. Volodymyr University from 1834 until 1917. The author set four research objectives. The first is to find out what place logic took among another academic disciplines at the University. The second is to analyze and systematize information about teachers who taught logic. The third is to investigate textbooks and manuals that students used to master the logic course. The fourth is to analyze the logical curriculums used at that time. In the paper the author distinguishes the peculiarities of logic teaching at the University of St. Volodymyr; reveals the reasons why logic had been presented to students in the traditional view; answers the question, of which relevant problems to that time had impacted the teachers’ logical treatments; shows how European trends in the development of logical knowledge had been taken into account in the logic courses offered to students at St. Volodymyr University.

Cohesion Profiles of L2 Writings by Korean EFL College Learners

This study is to explore the cohesion profiles of L2 writings both quantitatively and qualitatively in the course of process writing by L2 English learners to see if learners exhibit any progress in subsequent drafts. Three students’ writing samples were collected from a course of Logic and Essay Writing offered at a university in Jeollanam-do in Korea. Their three subsequent drafts of English learning autobiographies in the course of recursive process writing were analyzed both quantitatively using Coh-Metrix and qualitatively based on Halliday and Hasan’s (1976) taxonomy of cohesive devices. Coh-Metrix indices relevant to cohesion including descriptive indices, referential cohesion indices, and connective indices of three learners‘ writing samples were examined. In addition to the quantitative analysis between three writings and between the three drafts, qualitatively divergent patterns in the use of respective cohesive devices were discussed.

BiCAM-based automated scoring system for digital logic circuit diagrams

Abstract In online education, it is critical for the quality of education to evaluate and grade the assignments or examinations that students upload to the system. However, it is time-consuming to determine how well the circuit drawings prepared for the digital logic course, which is a fundamental course in computer engineering and similar disciplines, are not only correct but also compatible with the truth table. Content-addressable memory (CAM), also known as associative memory, is a data storage and retrieval unit. Typically, it is used instead of the conventional memories in fast-paced and time-sensitive applications such as address lookup in Internet routers, databases, and pattern recognition. CAMs implement the search process by comparing the content itself with a key instead of finding the address like the conventional memories. To see the effect of using binary content-addressable memory-based memory on the time spent scoring hand or digital-drawn logic circuits, it is compared with various data structures commonly used in logic simulation programs. I found a significant relationship (O(1)), indicating that the proposed architecture reduces the time complexity in the search process. This expression is the same as time complexity in hash tables.

Snowball throwing based on lesson study to improve college student's algebraic reasoning in solving problems generating functions

This study aims to describe the improvement of students' algebraic reasoning in solving generating function problems based on implementing the lesson study-based snowball throwing learning model. The subjects in this study were students of the odd semester STKIP PGRI Sumenep mathematics education study program who had passed courses in mathematical logic and number theory. This research is a type of classroom action research with a qualitative approach. Lesson study and CAR have many similarities in terms of the stages, namely planning (plan), implementation & observation (do), and reflection (see). The instruments in this study were problem-solving task sheets and lesson study observation sheets. Data were analyzed using quantitative descriptive analysis by describing the percentage of quantitative data obtained. On the indicator looking for patterns, there was an increase of 50%, on the indicator finding patterns there was an increase of 43.75%, while on the generalization indicator there was an increase of 45%. This shows that implementing the lesson study-based snowball throwing learning model can improve students' algebraic reasoning in solving generating function problems.

ЕЛЕМЕНТИ КОМП’ЮТЕРНОЇ ПІДТРИМКИ НАВЧАННЯ МАТЕМАТИЧНОЇ ЛОГІКИ

The article contains an analysis of individual stages of research on the methodological problem of developing the components of an effective computer-oriented methodological system for teaching the discipline «Mathematical Logic», which is provided for by the educational and professional program of training mathematics teachers in a pedagogical institution of higher education. The methodical and procedural issues of simplifying logical expressions when designing contact circuits in the Derive mathematical software environment are considered. Examples of solving certain typical problems of the mathematical logic course with corresponding computational implementations in the Derive mathematical software environment are given. A brief review of scientific, educational and methodical literature, which is used during the teaching of the course of mathematical logic, was carried out, the expediency of using mathematical software during the development of the content of the specified discipline was substantiated. It is pointed out the extremely important importance of solving the methodological and scientific problem of developing and approving innovation-oriented components of the methodological system of teaching mathematical disciplines, which is an important prerequisite for the professional training of a new generation of modern highly qualified mathematics teachers. Provisions have been formulated on the expediency of developing algorithmic components of formative and final evaluation of the educational activity of students of higher pedagogical education, whose professional training involves mastering the disciplines of the mathematical cycle. Attention is drawn to the expediency of the methodically prepared application of mathematical environments in the process of learning mathematical logic, which contributes to the solution of the problem of the formation of both professional subject and general competences in students, including informational and digital ones. The methodical recommendations presented in the article can be useful to pupils and students for the organization and activation of independent educational activities, teachers of secondary educational institutions, leaders of optional and group work with students, teachers of the mathematical logic course of pedagogical higher educational institutions. Key words: statements, algebra of statements, logical operations on statements, relation of logical sequence based on the algebra of statements, contact diagram, logical laws of the algebra of statements, tautology, rules of derivation based on the algebra of statements, logical analysis of reasoning and judgments.

Assumptions, Hypotheses, and Antecedents

This paper is about the distinction between arguments and conditionals, and the corresponding distinction between premises and antecedents. I will also propose a further distinction between two different kinds of argument, and, correspondingly, two kinds of premise that I will call "assumption" and "hypothesis." The distinction between assumptions, hypotheses, and antecedents is easily made in artificial languages, and we are already familiar with it from our first logic courses (although not necessarily under those names, since there is no standard terminology for the distinction). After explaining their differences in artificial languages, I will argue that there are ordinary-language counterparts of these three notions, meaning that some formal properties of the artificial notions nicely capture some features of the ordinary-language counterparts and their behavior in contexts of reasoning. My next crucial claim is that these three notions often get confused in ordinary language, which leads to problems for translation into symbols. I will suggest a solution to the translation problem by pointing to some distinctive characteristics of the three notions that link them to their artificial-language counterparts. Next, I will argue that this confusion is behind some well-known philosophical problems and puzzles. I will apply the distinctions in order to explain away some famous paradoxes: the direct argument (also known as or-to-if inference), a standard argument for fatalism, and McGee's counterexample to modus ponens. As Stalnaker also solved the first two of these paradoxes by using his theory of reasonable inference, I will elucidate the similarities between our solutions, and also explain why my distinctions apply more broadly, to some cases involving indicative and counterfactuals conditionals, where reasonable inference does not apply.

The Principle of Mathematical Induction: Applications in Physical Optics

The bare rudiments of the principle of mathematical induction as a method of proof date back to ancient times. In the contemporary university milieu, the demonstrative scheme is taught as part of a course in discrete mathematics, set theory, number theory, graph theory, group theory, game theory, linear algebra, logic, and combinatorics. In theoretical computer science, it bears the pivotal role of developing the appropriate cognitive skills necessary for the effective design and implementation of algorithms, assessing for both their correctness and complexity. Pure mathematics and computer science aside, the scope of its utility in the physical sciences remains limited. Following an outline of some elementary concepts from vector algebra and phasor analysis, the proofs by induction of a couple of salient results in multiple-slit interferometry are presented, viz., the fringe intensity distribution formula and the upper bound of the total fringe count. These specific optical instantiations serve to illustrate the versatility and power of the principle at tackling real-world problems. It thereby makes a welcome departure from the popular view of induction as a mere last resort for proving abstract mathematical statements.

Jan Baudouin de Courtenay, Czy historia i filologia mogą umiejętnie rozwiązać swoje zadanie bez ścisłego związku z filozofią, a mianowicie z filozofią historii i filozofią języka?

JAN BAUDOUIN DE COURTENAY: CAN HISTORY AND PHILOLOGY COMPETENTLY ADDRESS THEIR TASK WITHOUT A CLOSE CONNECTION WITH PHILOSOPHY, NAMELY PHILOSOPHY OF HISTORY AND PHILOSOPHY OF LANGUAGE? The thesis by Jan Baudouin de Courtenay published here is probably the oldest of the texts by the Polish linguist. The text was submitted in 1864 as a part of the logic and philosophy course taught at the Warsaw Main School by Henryk Struve. It clearly shows an attempt by the young researcher to embark on a scholarly path, which turns out to be far from the one Baudouin de Courtenay took later in his academic activity. The future linguist argues here in defence of linguistics as a so-called physical science (a natural skill, as he often calls it in his dissertation), thus contrasting it with philology and history.

E-Learning course design and implementation in fuzzy logic

The goal of e-learning in fuzzy logic courses is to assist students in the learning process, create menu structures and simple operation techniques, and create prototypes for e-learning in fuzzy logic courses. The difficulty of students in implementing what they have learned stems from the fact that the advent of e-learning can make it simpler for students to access material that they do not comprehend. In this study, an analytic learning prototype was used as the research approach. The outcomes of e-learning products based on online apps in this fuzzy logic course can be used as learning material. The menu structure developed in this e-learning is a home page with an introduction to e-learning, a site page with participants, calendars, and notes. Pages that can be used to grow the network and courses are the most significant aspects of e-learning. E-learning includes material, discussion, forums, quizzes, and other activities. The findings of the validation by media specialists on this e-learning application are pretty good, indicating that it is suitable for use. According to the results of material expert validation, the material used is excellent, suggesting that it is ideal for use in fuzzy logic courses. The limited test results for Informatics study program students were in the very good category, indicating that this e-learning tool was simple to use.

ANALISIS KESALAHAN MAHASISWA DALAM MENYELESAIKAN SOAL TEORI HIMPUNAN PADA MATA KULIAH HIMPUNAN DAN LOGIKA

This research aims to describe some of the mistakes made by students in solving set theory problems in the set and logic course. The method used in this research is descriptive qualitative. The subjects in this study were students of Tadris Mathematics STAI Muhammadiyah Probolinggo Semester I for the academic year 2021/2022. Data collection techniques used in this study were exams and interviews. Based on the results of the study, it can be concluded that the subject made 9 types of errors, namely errors in determining the value of a quadratic equation, registering members of a set, writing mathematical notation, writing down sets, writing down members of Cartesian product, determining the intersection of two sets, determining the Cartesian product of two sets, determining the difference of the two sets, and determining the value of a quadratic inequality.

Теоретические и практические аспекты реализации воспитательного потенциала дисциплины «Логика»

The article is devoted to identifying the possibilities and methods of upbringing in the process of teaching "Logic". Based on the concept of a close relationship between education and upbringing the author analyzes the existing experience of upbringing in the process of teaching various disciplines. It is shown that logic as an academic discipline has a significant upbringing potential. On the one hand due to its formal nature logic is directly related to intellectual upbringing, being the basis for the critical thinking formation. On the other hand, the correctly selected content of tasks on topics studied in a traditional logic course can effectively contribute to the formation and development of almost all personality culture subsystems.new tools.