Abstract
In teaching students to program with compositions of higher-order
functions, we have encountered a sharp distinction in the difficulty
of problems as perceived by students. This distinction especially
matters as growing numbers of programmers learn about functional
programming for data processing. We have made initial progress on
identifying this distinction, which appears counter-intuitive to
some. We describe the phenomenon, provide some preliminary evidence
of the difference in difficulty, and suggest consequences for
functional programming pedagogy.
Publisher
Association for Computing Machinery (ACM)
Subject
Safety, Risk, Reliability and Quality,Software
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