Thanks, it's good to be clear about these things. I hate perpetuating old myths.
I'd say that in the context of secondary math classes a good reason to use GOTO would probably never arise? What I want to do is use programming in these classes in a way that resembles the algebra as much as possible. As far as I can see, pretty much all of the old BASIC things that would appear in math texts using GOTO can be re-written and made more functional, pun intended. On Fri, Oct 3, 2008 at 11:30 PM, Ivan Krstić < [EMAIL PROTECTED]> wrote: > On Oct 3, 2008, at 9:22 PM, michel paul wrote: > >> ever since those days GOTO has been considered bad style. It produces >> crazy and cumbersome code. >> > > (This generalization is patently incorrect. *Bad* use of GOTO tends to > create more spectacular problems in code organization than bad use of a > number of other language features, which is why GOTO has earned its > reputation. When used correctly, goto is almost a necessity for clean, > understandable code in the face of certain flow complexities such as nested > loops or multiple "fail, shared cleanup, return" situations within the same > function.) > > -- > Ivan Krstić <[EMAIL PROTECTED]> | http://radian.org > >
_______________________________________________ Edu-sig mailing list [email protected] http://mail.python.org/mailman/listinfo/edu-sig
