Experiences with Functional Programming in an Introductory Curriculum
We present the rationale behind a first semester course on functional programming. We describe the design of the course, emphasizing programming as a modelling discipline, as well as the curriculum it was a part of. In particular, we discuss our experienc
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Editorial Board David Hutchison Lancaster University, UK Takeo Kanade Carnegie Mellon University, Pittsburgh, PA, USA Josef Kittler University of Surrey, Guildford, UK Jon M. Kleinberg Cornell University, Ithaca, NY, USA Alfred Kobsa University of California, Irvine, CA, USA Friedemann Mattern ETH Zurich, Switzerland John C. Mitchell Stanford University, CA, USA Moni Naor Weizmann Institute of Science, Rehovot, Israel Oscar Nierstrasz University of Bern, Switzerland C. Pandu Rangan Indian Institute of Technology, Madras, India Bernhard Steffen University of Dortmund, Germany Madhu Sudan Massachusetts Institute of Technology, MA, USA Demetri Terzopoulos University of California, Los Angeles, CA, USA Doug Tygar University of California, Berkeley, CA, USA Gerhard Weikum Max-Planck Institute of Computer Science, Saarbruecken, Germany
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Jens Bennedsen Michael E. Caspersen Michael Kölling (Eds.)
Reflections on the Teaching of Programming Methods and Implementations
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Volume Editors Jens Bennedsen IT University West Fuglsangs Allé 20, 8210 Aarhus V, Denmark E-mail: [email protected] Michael E. Caspersen University of Aarhus, Department of Computer Science Aabogade 34, 8200 Aarhus N, Denmark E-mail: [email protected] Michael Kölling University of Kent, Computing Laboratory Canterbury, Kent CT2 7NF, UK E-mail: [email protected]
The copyright of the cover illustration of this book belongs to HAAP Media Ltd. Budapest, Csatárka út 82-84, 1025 Budapest, Hungary
Library of Congress Control Number: 2008925133 CR Subject Classification (1998): K.3, K.4, D.2, J.1 LNCS Sublibrary: SL 2 – Programming and Software Engineering ISSN ISBN-10 ISBN-13
0302-9743 3-540-77933-7 Springer Berlin Heidelberg New York 978-3-540-77933-9 Springer Berlin Heidelberg New York
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Foreword
For 50 years, we have been teaching programming. In that time, we have seen momentous changes. From teaching a first course using an assembly language or Fortran I to using sophisticated functional and OO programming languages. From computers touched only by professional operators to computers that children play with. From input on paper tape and punch cards, with hour-long waits for output from computer runs,
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