OCenter for Teach~ngILearn~ng of Mathemahcs The Buggy Path t o The Development of Programming Expertise
Year: 1987
Type: article
Abstract: In the U.S. over a million precollege students take computer pro-gramming courses each year. and more than 50,000 teachers are involved with programming instruction. Unlike mathematics educa-tion, in which decades of research have led to a deepening under-standing of the development of early number acquisition. algebraic cognition. and geometric problem-solving, cognitive research on the development of programming skills is an infant field. Nonetheless. a broad range of investigations within the last five years. as well as informal reports from programming educators in practitioner journals and at national meetings of NECC and AERA, have begun to illus-trate the host of conceptual difficulties programming novices encoun-ter in learning to program. For programming, as in other domains from mathematics to the physical and engineering sciences, students are engaged through their learning activities in actively building a knowledge system of
Authors: Roy D. Pea, Elliot Soloway, Jim C. Spohrer
Institution: Yale University
Language: English
Subfield: Computer Science Applications
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2165266270