scholarly journals Arithmetical Datatypes, Fracterms, and the Fraction Definition Problem

2020 ◽  
Author(s):  
Jan Aldert Bergstra

Datatypes and abstract datatypes are positioned as results of importing aspects of universal algebra into computer science and software engineering. It is suggested that 50 years later, by way of a transfer in the opposite direction, outcomes of research on datatypes can be made available via elementary arithmetic. This idea leads to the notions of an arithmetical signature, an arithmetical datatype and an arithmetical abstract datatype and to algebraic specifications for such entities. The area of fractions in elementary arithmetic is chosen as an application area and while taking a common meadow of rational numbers as the basis, an arithmetical datatype equipped with an absorptive element. The use of datatypes and signatures makes syntax available for giving precise definitions in cases where lack of precision is common place. Fracterm is coined as the name for a fraction when primarily understood as a syntactic entity. The main contribution of the paper is to provide a detailed terminology of fracterms. Subsequently the fraction definition problem is stated, a distinction between explicit definitions of fractions and implicit definitions of fractions is made, and an outline of a survey of both forms of definitions of the notion of a fraction is given.

Electronics ◽  
2021 ◽  
Vol 10 (10) ◽  
pp. 1181
Author(s):  
Juanan Pereira

(1) Background: final year students of computer science engineering degrees must carry out a final degree project (FDP) in order to graduate. Students’ contributions to improve open source software (OSS) through FDPs can offer multiple benefits and challenges, both for the students, the instructors and for the project itself. This work reports on a practical experience developed by four students contributing to mature OSS projects during their FDPs, detailing how they addressed the multiple challenges involved, both from the students and teachers perspective. (2) Methods: we followed the work of four students contributing to two established OSS projects for two academic years and analyzed their work on GitHub and their responses to a survey. (3) Results: we obtained a set of specific recommendations for future practitioners and detailed a list of benefits achieved by steering FDP towards OSS contributions, for students, teachers and the OSS projects. (4) Conclusion: we find out that FDPs oriented towards enhancing OSS projects can introduce students into real-world, practical examples of software engineering principles, give them a boost in their confidence about their technical and communication skills and help them build a portfolio of contributions to daily used worldwide open source applications.


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