Using Miranda as a first programming language

Lambert, Tim D.; Lindsay, Peter; Robinson, Ken

doi:10.1017/s0956796800000575

Cited by 15 publications

(6 citation statements)

References 4 publications

(2 reference statements)

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“…[5] have carried out well designed experiments to determine that the new introductory courses give students a better understanding of more material than the old courses. This is confirmed in a practical way by Lambert, Lindsay and Robertson [ 6] who come to the same conclusion through informal observations of very large numbers of students who have taken their functional programming course.…”

Section: Introductionsupporting

confidence: 59%

Logic in first courses for computer science majors

Reinfelds

1995

World Conference on Computers in Education VI

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ABS'IRACTThis paper describes the curriculum design of a two-semester introductory course for computer science majors. In each semester the course starts with logic and logic programming. The middle third of the semester continues with functional programming. The last third of the semester is dedicated to imperative programming. In such a presentation sequence reasoning leads to specifications which in turn lead to implementations. The concerns for 'WHAT?' are separated from concerns for 'HOW?'. The advantages and disadvantages of the inclusion of all three major programming paradigms are discussed.

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Section: Introductionsupporting

confidence: 59%

Logic in first courses for computer science majors

Reinfelds

1995

World Conference on Computers in Education VI

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“…A range of other papers explain the teaching of functional programming [18,19] logic [14,16] and discrete mathematics [15] to computing science students. (Hart et.…”

Section: Related Workmentioning

confidence: 99%

TEACHING FORMAL METHODS: Lessons To Learn

Gibson

Méry

1998

Electronic Workshops in Computing

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Formal methods should be taught as part of any degree in computing science or software engineering. We believe that discrete mathematics is the foundation upon which software development can be lifted up to the heights of a true engineering discipline. The transfer of formal methods to industry cannot be expected to occur without first transferring, from academia to industry, graduates who are well grounded in such mathematical techniques. These graduates must bring a positive, yet realistic, view on the application of formal methods. Our goal is to produce software engineers who will go out into industry understanding the principles of specification, design and implementation. As these graduates develop their engineering skills, in an industrial setting, they should have the means, and the motivation, to integrate formality and rigour into any environment in which they are found. In this way, the formal methods should start to 'sell themselves'. This paper reports on our first attempt to teach a formal methods course as part of a degree in software engineering. Rather than concentrating on one particular method, we worked on a set of small case studies, using the mathematics in a flexible and intuitive manner, where the students could appreciate the need for formality. Each case study was intended to illustrate, in turn, the need for some fundamental formalism. An unexpected result was that we also identified weaknesses in our understanding of formal methods: students' naive questioning helped us to identify how the methods, and the teaching of these methods, could be improved. In brief, it was not just the students who were learning!

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“…It is very difficult to teach the concepts of recursive data structures such as lists and trees if at the same time the students have to learn how to use pointers and dynamic memory management. Declarative programming allows us to separate the study of recursive data structures from the study of pointers and as a consequence our students can learn more of both [1].…”

Section: Dellnitionsmentioning

confidence: 99%

“…Larnbert, Lindsay and Robinson [1], at the University of New South Wales in Australi& have reported great success with their functional programming course, in spite of large classes and strained resources. In England, Steve Vlckers and colleagues [2], start with functional programming, transfer to imperative programming and end the course with an introduction to logical reasoning and mathematical logic.…”

Section: Introductionmentioning

confidence: 99%

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A three paradigm first course for CS majors

ReinfeldsJuris

1995

SIGCSE Bull.

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7his paper presents a curriculum designed fm a two semester foundation course for Computer Science majors. Our course distributes the widely accepted basic toolbox of algorithms and data structures over functional, logic and imperative programming. In this way the programming paradigm becomes a problem solving tool instead of a monolingual impediment to a wider view of problem solving patterns. A strong laboratory component is essential fw the success of this approach.

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Using Miranda as a first programming language

Cited by 15 publications

References 4 publications

Logic in first courses for computer science majors

Logic in first courses for computer science majors

TEACHING FORMAL METHODS: Lessons To Learn

A three paradigm first course for CS majors

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