Abstract
Functional languages liberate students from complex syntax, complex semantics and complex memory allocation; allowing them to concentrate on problem-solving. However, functional programming is not a universal panacea. Students still have problems with language features, program concepts and the legacy of the imperative paradigm. This paper aims to assist the lecturer asked to teach a functional language for the first time. We present typical student mistakes, attempt to explain why these mistakes arise, and propose possible remedies.
Cite
CITATION STYLE
Clack, C., & Myers, C. (1995). The Dys-functional student. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 1022, pp. 289–309). Springer Verlag. https://doi.org/10.1007/3-540-60675-0_51
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