Adding Run-Time Monitoring to UML-RT by Modifying the Papyrus-RT Code Generator

In Model-Driven Engineering (MDE), the developer creates a model using a language such as Unified Modeling Language (UML) or UML for Real-Time (UML-RT) and uses tools such as Papyrus or Papyrus-RT that generate code for them based on the model they create. Tracing allows developers to get insights such as which events occur and timing information into their own application as it runs. We try to add monitoring capabilities using Linux Trace Toolkit: next generation (LTTng) to models created in UML-RT using Papyrus-RT. The implementation requires changing the code generator to add tracing statements for the events that the user wants to monitor to the generated code. We also change the makefile to automate the build process and we create an Extensible Markup Language (XML) file that allows developers to view their traces visually using Trace Compass, an Eclipse-based trace viewing tool. Finally, we validate our results using three models we create and trace.

THE EFFECT OF PURPOSEFUL MATHEMATICS DISCOURSE IN THE CLASSROOM ON STUDENTS’ MATHEMATICS LANGUAGE IN THE CONTEXT OF PROBLEM SOLVING

This study examines how one secondary school teacher’s use of purposeful oral mathematics language impacted her students’ language use and overall communication in written solutions while working with word problems in a grade nine academic mathematics class. Mathematics is often described as a distinct language. As with all languages, students must develop a sense for oral language before developing social practices such as listening, respecting others ideas, and writing. Effective writing is often seen by students that have strong oral language skills. Classroom observations, teacher and student interviews, and collected student work served as evidence to demonstrate the nature of both the teacher’s and the students’ use of oral mathematical language in the classroom, as well as the effect the discourse and language use had on students’ individual written solutions while working on word problems. Inductive coding for themes revealed that the teacher’s purposeful use of oral mathematical language had a positive impact on students’ written solutions. The teacher’s development of a mathematical discourse community created a space for the students to explore mathematical language and concepts that facilitated a deeper level of conceptual understanding of the learned material. The teacher’s oral language appeared to transfer into students written work albeit not with the same complexity of use of the teacher’s oral expression of the mathematical register. Students that learn mathematical language and concepts better appear to have a growth mindset, feel they have ownership over their learning, use reorganizational strategies, and help develop a discourse community.