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The Dys-functional student

  • From Transistors to Computer Architecture
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Funtional Programming Languages in Education (FPLE 1995)

Part of the book series: Lecture Notes in Computer Science ((LNCS,volume 1022))

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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References

  1. A. Appel. A critique of Standard ML. JFP, 3:391–429, 1993.

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  3. S. Joosten, K. van der Berg & G. ven der Hoeven. Teaching functional programming to first-year students. JFP, 3:49–65, 1993.

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  4. T. Lambert, P. Lindsay & K. Robinson. Using Miranda as a first programming language. JFP, 3:5–34, 1993.

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Author information

Authors and Affiliations

  1. Dept. of Computer Science, University College London, WC1E 6BT, London

    Chris Clack

  2. School of Computer Science, University of Westminster, W1M 8JS, London

    Colin Myers

Authors
  1. Chris Clack
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  2. Colin Myers
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Editor information

Pieter H. Hartel Rinus Plasmeijer

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© 1995 Springer-Verlag Berlin Heidelberg

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Clack, C., Myers, C. (1995). The Dys-functional student. In: Hartel, P.H., Plasmeijer, R. (eds) Funtional Programming Languages in Education. FPLE 1995. Lecture Notes in Computer Science, vol 1022. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-60675-0_51

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  • DOI: https://doi.org/10.1007/3-540-60675-0_51

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  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-540-60675-8

  • Online ISBN: 978-3-540-49252-8

  • eBook Packages: Springer Book Archive

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