@misc{BoehneKreitz2018,
  author    = {B{\"o}hne, Sebastian and Kreitz, Christoph},
  title     = {Learning how to prove},
  series = {Electronic proceedings in theoretical computer science},
  journal   = {Electronic proceedings in theoretical computer science},
  number    = {267},
  publisher = {Open Publishing Association},
  address   = {Sydney},
  issn      = {2075-2180},
  doi       = {10.4204/EPTCS.267.1},
  pages     = {1 -- 18},
  year      = {2018},
  abstract  = {We have developed an alternative approach to teaching computer science students how to prove. First, students are taught how to prove theorems with the Coq proof assistant. In a second, more difficult, step students will transfer their acquired skills to the area of textbook proofs. In this article we present a realisation of the second step. Proofs in Coq have a high degree of formality while textbook proofs have only a medium one. Therefore our key idea is to reduce the degree of formality from the level of Coq to textbook proofs in several small steps. For that purpose we introduce three proof styles between Coq and textbook proofs, called line by line comments, weakened line by line comments, and structure faithful proofs. While this article is mostly conceptional we also report on experiences with putting our approach into practise.},
  language  = {en}
}
@misc{FrankKreitz2018,
  author    = {Frank, Mario and Kreitz, Christoph},
  title     = {A theorem prover for scientific and educational purposes},
  series = {Electronic proceedings in theoretical computer science},
  journal   = {Electronic proceedings in theoretical computer science},
  number    = {267},
  publisher = {Open Publishing Association},
  address   = {Sydney},
  issn      = {2075-2180},
  doi       = {10.4204/EPTCS.267.4},
  pages     = {59 -- 69},
  year      = {2018},
  abstract  = {We present a prototype of an integrated reasoning environment for educational purposes. The presented tool is a fragment of a proof assistant and automated theorem prover. We describe the existing and planned functionality of the theorem prover and especially the functionality of the educational fragment. This currently supports working with terms of the untyped lambda calculus and addresses both undergraduate students and researchers. We show how the tool can be used to support the students' understanding of functional programming and discuss general problems related to the process of building theorem proving software that aims at supporting both research and education.},
  language  = {en}
}
@book{KnobelsdorfKreitz2013,
  author    = {Knobelsdorf, Maria and Kreitz, Christoph},
  title     = {Ein konstruktivistischer Lehransatz f{\"u}r die Einf{\"u}hrungsveranstaltung der Theoretische Informatik},
  isbn      = {978-3-86956-220-9},
  year      = {2013},
  language  = {de}
}