Massively applied in critical systems, formal methods of specification and verification have gained importance in a world where computer systems grow larger and larger. There are long-known challenges to teaching formal methods in higher education. But, as it is often considered an advanced topic of software engineering, it is rarely cogitated in basic education. Aiming at this unusual public, this paper explores a new take on formal specification: the development of fundamental modeling and evaluation skills, rather than the technical competence to prove correctness. Known challenges and strategies are revisited highlighting what changes when the teaching moves from universities to schools. Studies approaching related topics with kids and teens are discussed. Then game design with Graph Grammars is presented as an example of how to tackle the mentioned challenges and employ the respective strategies.

In the last decade many countries have introduced Computing in school curricula, most including at least basic concepts as mandatory topics. In 2017/2018 a new National Standard for School Curricula was approved in Brazil, but Computing foundations were not included. In 2022 the Brazilian National Education Council approved an appendix to the standard containing guidelines regarding Computing which define abilities that must be developed in all schools in Brazil from pre-school to high school. These guidelines were ratified by the Brazilian Ministry of Education and implementation should start in 2023. The aim of this paper is to provide an overview and analysis of these approved guidelines for Computing in schools in Brazil, as well as a comparison with standards from other countries.

This innovative practice full paper proposes a model for centralizing, categorizing and organizing Computational Thinking resources and knowledge. The term “Computational Thinking” usually refers to problem solving skills related to Computer Science. Yet, there is neither: a consensual definition of what exactly is this term about; nor which skills are involved. Even under these conditions, several studies are conducted regarding this theme around the world, as well as informal activities applied by non-researchers enthusiasts. Thus, a model to reunite both, academic and non-scientific community, around the Computational Thinking is proposed: the Partnership for Advancing Computational Thinking, PACT. On one hand it is an effort to guide convergence in the literature, leading to more standardized definitions and spotting similarities or disagreements between authors. And on the other hand, it is a platform for sharing resources and experiences between the communities, an initiative to bring the model of research with public participation (Citizen Science) to education. An expandable ontology that is able to consider the perspective of multiple authors over the subjects is used to implement the model. Three different author views and resources are instantiated to illustrate the range, expressiveness and operation of the ontology. It is revealed able to model author views from previous models, frameworks and even discursive texts, as well as linking resources of different natures by their purpose and subjects approached.

This paper presents a method of evaluating activities that are proposed for the development of Computational Thinking skills. An evaluation rubric is proposed to identify the level of development of the concepts of abstraction, generalization, decomposition and algorithmic thinking. The rubric was applied by Computer Science teachers in the evaluation of activities of the CS Unplugged project. It was possible to observe that all concepts of the CT were present in the Unplugged activities, but without reaching the maximum score of the rubric.

This paper studies the robustness of intuitionistic fuzzy connectives in fuzzy reasoning. Starting with an evaluation of the sensitivity in representable fuzzy negations, we apply the results in the intuitionistic (S, N)-implication class and its dual construction. As the main contribution, the paper formally states that the robustness preserves the projection functions in this class and corresponding dual operators.

This paper aims to study the robustness of f-Xor connectives, in particular the ETP, SP, NSoperator also including its main properties, NS-dual construction and corresponding fuzzy f-Xor implication and bi-implication. Additionally, we obtained some basic results on the pointwise sensitivity of the f-Xor connective ETP, SP, NS, mainly connected with the endpoints of unit interval U. Our major interest is the robustness analysis related to f-X(N)or (co)implications and f-X(N)or bi-(co)implications.

This paper presents the fuzzy (S, N)- QL- and D-subimplication classes, which are obtained by OWA operators performed over the families of triangular subnorms and sub-conorms along with fuzzy negations. Since these classes of subim-plications are explicitly represented by such connectives, the corresponding (S, N)- QL- and D-subimplicatios are characterized by the generalized associativity and distributive properties together with extensions of the exchange and neutrality principles. As the main results, these families of subimplications extend related implications by preserving their corresponding properties.