At 08:09 PM 3/3/2009 -0800, michel paul wrote:
On Tue, Mar 3, 2009 at 2:27 PM, David MacQuigg
mailto:macqu...@ece.arizona.edumacqu...@ece.arizona.edu wrote:
Before I discovered Python a couple of years ago I was experimenting with a
pseudo-code approach for expressing math concepts. I had this
OK, let's stick with 'return' unless someone comes up with a better word or
symbol. At least it is a common keyword in all the languages that students
are likely to move up to. Nothing to unlearn.
Or down to -- most languages tend to be lower level than Python.
A common next destination
Comments below. We can provide the authors with a great deal more
information on request.
On Sun, Mar 1, 2009 at 1:02 PM, David MacQuigg macqu...@ece.arizona.edu wrote:
There is an interesting article in the latest ACM {Human Computing Skills:
Rethinking the K-12 Experience, Fletcher Lu,
At 10:00 AM 3/2/2009 -0800, michel paul wrote:
Before I discovered Python a couple of years ago I was experimenting with a
pseudo-code approach for expressing math concepts. I had this kind of stuff
in mind:
factorial(n):
if n 2 --- 1
else --- n*factorial(n-1)
I like the feeling of
In a message of Tue, 03 Mar 2009 15:27:28 MST, David MacQuigg writes:
At 10:00 AM 3/2/2009 -0800, michel paul wrote:
Before I discovered Python a couple of years ago I was experimenting wit
h a pseudo-code approach for expressing math concepts. I had this kind o
f stuff in mind:
factorial(n):
On Mon, Mar 2, 2009 at 2:20 PM, kirby urner kirby.ur...@gmail.com wrote:
On Mon, Mar 2, 2009 at 2:20 PM, kirby urner kirby.ur...@gmail.com wrote:
This is what math teachers often forget: that there's no one thing that
is a mathematics.
Yeah, this is what I appreciate about the Pythonic way of
Apologies for the munged formatting of my original message. Here it is with
leading dots to preserve the indent.
To: edu-sig@python.org
Subject: CTL: Computer Thinking Language
There is an interesting article in the latest ACM {Human Computing Skills:
Rethinking the K-12 Experience, Fletcher
As a current college student myself, I feel like chiming in here.
2009/3/2 michel paul mpaul...@gmail.com:
However, it is again more mathematically effective to read 2 + 3 * 4 as
the sum of 2 and the product of 3 and 4, or, sum(2, product(3, 4)). No
ambiguity there! And this is how you have
Having come from APL, later Logo, I'm used to interactive REPL (direct
interaction with an interpreter), gradually building up a namespace
i.e. as you define turtle-drawing functions, these get remembered.
You save to disk for persistence, but the primary experience is of
being in a session and
There is an interesting article in the latest ACM {Human Computing Skills:
Rethinking the K-12 Experience, Fletcher Lu, Communications of the ACM,
Feb.09, p.23}.
The authors make a strong case for re-vamping our curricula:
despite our best efforts to articulate that CS is more than just
Hah, good spoof!
Now that ACM is finally seeing the light and is making up official
abbreviations like CTL, we should all drop everything and uglify
Python, dumb it down -- after already doing this kind of teaching for
years, right? Fat chance, right?
What else do we need in CTL? Would anyone
On Sun, Mar 1, 2009 at 2:02 PM, David MacQuigg macqu...@ece.arizona.edu wrote:
I think the problem may be a need to avoid favoring one language over
another. Any time you make a proposal to use a specific language, you get
immediate opposition from folks who favor another language.
What
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