Teaching Mathematics Through Programming in the Classroom
p. 43
Cognitive Consequences of Programming Instruction
p. 57
A Study of the Development of Programming Ability and Thinking Skills in High School Students
p. 83
Learning to Program and Learning to Think: What's the Connection?
p. 113
Learning Programming Concepts
p. 125
The Psychology of How Novices Learn Computer Programming
p. 129
The Concept of Variable in Programming: Its Meaning and Use in Problem-Solving by Novice Programmers
p. 161
Do We Really Have Conditional Statements in Our Brains?
p. 179
Cognitive Strategies and Looping Constructs: an Empirical Study
p. 191
What Do Novice Programmers Know About Recursion?
p. 209
Learning Flow of Control: Recursive and Iterative Procedures
p. 229
Conditions of Learning in Novice Programmers
p. 261
Difficulties, Misconceptions, and Bugs
p. 281
Some Difficulties of Learning to Program
p. 283
A Summary of Misconceptions of High School Basic Programmers
p. 301
Children's Mental Models of Recursive Logo Programs
p. 315
Preprogramming Knowledge: A Major Source of Misconceptions in Novice Programmers
p. 325
A Goal/Plan Analysis of Buggy Pascal Programs
p. 355
Novice Mistakes: Are the Folk Wisdoms Correct?
p. 401
Designing Programming Environments
p. 417
Does Programming Language Affect the Type of Conceptual Bugs in Beginners' Programs?
p. 419
The Black Box Inside the Glass Box: Presenting Computing Concepts to Novices
p. 431
An Integrated Textbook, Video, and Software Environment for Novice and Expert Prolog Programmers1
p. 447
Boxer: A Reconstructible Computational Medium
p. 467
Credits
p. 483
Author Index
p. 487
Subject Index
p. 493
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