One note:
It is very important to teach your students how to read code. I think that
this is even more important that teaching them how to write code -- not
only will they spend more time reading code than writing code in their
lives, but it is through reading other people's code that you can
On Sun, Apr 19, 2009 at 12:07 PM, Laura Creighton l...@openend.se wrote:
One note:
It is very important to teach your students how to read code. I think that
this is even more important that teaching them how to write code -- not
only will they spend more time reading code than writing code
In a message of Sun, 19 Apr 2009 12:49:17 PDT, Edward Cherlin writes:
On Sun, Apr 19, 2009 at 12:07 PM, Laura Creighton l...@openend.se wrote:
One note:
It is very important to teach your students how to read code. Â I think t
hat
this is even more important that teaching them how to write
Comment at end.
On Sun, Apr 19, 2009 at 1:05 PM, Laura Creighton l...@openend.se wrote:
In a message of Sun, 19 Apr 2009 12:49:17 PDT, Edward Cherlin writes:
On Sun, Apr 19, 2009 at 12:07 PM, Laura Creighton l...@openend.se wrote:
One note:
It is very important to teach your students how to
Edward Cherlin schrieb:
On Sun, Apr 19, 2009 at 12:07 PM, Laura Creighton l...@openend.se wrote:
One note:
It is very important to teach your students how to read code. ...
...
It would be interesting to go through this collection of examples
used in teaching 2.x, and find out how much of
On Sun, Apr 19, 2009 at 2:48 PM, Gregor Lingl gregor.li...@aon.at wrote:
How do you explain the nature of range to beginners?
How about using list(range())? Something like:
# Here's how you can create a list of integers:
list(range(10))
[0, 1, 2, 3, 4, 5, 6, 7, 8, 9]
list(range(1, 10))
Hi,
On Sunday 19 April 2009 18:44:30 michel paul wrote:
On Sun, Apr 19, 2009 at 2:48 PM, Gregor Lingl gregor.li...@aon.at wrote:
How do you explain the nature of range to beginners?
How about using list(range())? Something like:
# Here's how you can create a list of integers:
At 11:48 PM 4/19/2009 +0200, Gregor Lingl wrote:
There are quite a few differences between Python 2 and Python 3 that concern
the semantics of code.
Thank you Andre, Laura and Gregor. I am changing my mind on how to deal with
these differences. I can see now that they do indeed carry
Those of use teaching Python in a ~CS vein (= not CS i.e. not teaching
computer scientists), have the advantage of not needing reams of
source code, only minor scaffolding of a rather trivial nature,
wrapping whatever libraries. We're not application developers (yet).
That fork comes later.
So
In a message of Sun, 19 Apr 2009 14:25:29 PDT, Edward Cherlin writes:
No, I'm suggesting that an introductory course on Python 3.0 can make
use of converted and lightly massaged code, and ignore Python 2.x
until students have wrapped their minds around one version. Computer
Science students are
Laura is reminding that Recognition is easier than Recall.
Recognition: the native speaker is doing the work, the learner is
listening, following, passively concentrating
Recall: the learner is speaking with few cues, blank canvas, has to
pull up everything herself, much harder.
That's from
Laura Creighton wrote:
One note:
It is very important to teach your students how to read code. I think that
this is even more important that teaching them how to write code -- not
only will they spend more time reading code than writing code in their
lives, but it is through reading other
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