The Dys-functional student

  • Chris Clack
  • Colin Myers
From Transistors to Computer Architecture

DOI: 10.1007/3-540-60675-0_51

Part of the Lecture Notes in Computer Science book series (LNCS, volume 1022)
Cite this paper as:
Clack C., Myers C. (1995) The Dys-functional student. In: Hartel P.H., Plasmeijer R. (eds) Funtional Programming Languages in Education. Lecture Notes in Computer Science, vol 1022. Springer, Berlin, Heidelberg

Abstract

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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Copyright information

© Springer-Verlag 1995

Authors and Affiliations

  • Chris Clack
    • 1
  • Colin Myers
    • 2
  1. 1.Dept. of Computer ScienceUniversity College LondonLondon
  2. 2.School of Computer ScienceUniversity of WestminsterLondon

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