Paradigm integration in a specification course

Abstract

As a complex artefact, software has to meet requirements formulated and verified at different levels of abstraction. A basic distinction is drawn between behavioural (dynamic) and data (static) aspects. From an educational point of view, although disguised under a number of different designations, both issues are usually present, but kept separated, in typical Computer Science undergraduate curricula. It is often argued that they tackle orthogonal problems through essentially different methods. This paper explores an alternative path in which students progress from equational to hybrid specifications in a uniform setting, integrating paradigms, combining data and behaviour, and dealing appropriately with systems evolution and reconfiguration.