Early Relational Reasoning and the Novice Programmer: Swapping as the "Hello World" of Relational Reasoning

Corney, M; Lister, R; Teague, D

Early Relational Reasoning and the Novice Programmer: Swapping as the "Hello World" of Relational Reasoning

Corney, M Lister, R

Teague, D

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Publication Type:: Conference Proceeding
Citation:: Conferences in Research and Practice in Information Technology Series, 2011, 114 pp. 95 - 104
Issue Date:: 2011-12-01

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Field	Value	Language
dc.contributor.author	Corney, M	en_US
dc.contributor.author	Lister, R https://orcid.org/0000-0001-5780-0445	en_US
dc.contributor.author	Teague, D	en_US
dc.date.issued	2011-12-01	en_US
dc.identifier.citation	Conferences in Research and Practice in Information Technology Series, 2011, 114 pp. 95 - 104	en_US
dc.identifier.isbn	9781920682941	en_US
dc.identifier.issn	1445-1336	en_US
dc.identifier.uri	http://hdl.handle.net/10453/21936
dc.description.abstract	We report on a longitudinal research study of the development of novice programmers in their first semester of programming. In the third week, almost half of our sample of students could not answer an explain-inplain-English question, for code consisting of just three assignment statements, which swapped the values in two variables. We regard code that swaps the values of two variables as the simplest case of where a programming student can manifest a SOLO relational response. Our results demonstrate that the problems many students face with understanding code can begin very early, on relatively trivial code. However, using traditional programming exercises, these problems often go undetected until late in the semester. New approaches are required to detect and fix these problems earlier. © 2011, Australian Computer Society, Inc.	en_US
dc.relation.ispartof	Conferences in Research and Practice in Information Technology Series	en_US
dc.title	Early Relational Reasoning and the Novice Programmer: Swapping as the "Hello World" of Relational Reasoning	en_US
dc.type	Conference Proceeding
utslib.citation.volume	114	en_US
utslib.for	130212 Science, Technology and Engineering Curriculum and Pedagogy	en_US
utslib.for	0899 Other Information and Computing Sciences	en_US
dc.location.activity	Perth, Australia	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
pubs.organisational-group	/University of Technology Sydney/Strength - HCTD - Human Centred Technology Design
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US
pubs.volume	114	en_US

Abstract:

We report on a longitudinal research study of the development of novice programmers in their first semester of programming. In the third week, almost half of our sample of students could not answer an explain-inplain-English question, for code consisting of just three assignment statements, which swapped the values in two variables. We regard code that swaps the values of two variables as the simplest case of where a programming student can manifest a SOLO relational response. Our results demonstrate that the problems many students face with understanding code can begin very early, on relatively trivial code. However, using traditional programming exercises, these problems often go undetected until late in the semester. New approaches are required to detect and fix these problems earlier. © 2011, Australian Computer Society, Inc.

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http://hdl.handle.net/10453/21936