The Dys-functional student
Functional languages liberate students from complex syntax, complex semantics and complex memory allocation; allowing them to concentrate on problem-solving. However, functional programming is not a universal panacea. Students still have problems with language features, program concepts and the legacy of the imperative paradigm. This paper aims to assist the lecturer asked to teach a functional language for the first time. We present typical student mistakes, attempt to explain why these mistakes arise, and propose possible remedies.
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- The Dys-functional student
- Book Title
- Funtional Programming Languages in Education
- Book Subtitle
- First International Symposium, FPLE '95 Nijmegen, The Netherlands, December 4–6, 1995 Proceedings
- pp 289-309
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- Lecture Notes in Computer Science
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- Springer Berlin Heidelberg
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