Teaching APL to Beginners: Critica~ Issues (Part 3) Prof. H o w a r d A. Peeile University of Massachusetts School of Education Furcolo Hall #10 Amherst, MA 01003 413-545-ii14 This is Part 3 of the article, "Teaching APL to Beginners: Critical Issues." Part 1, "Technical Issues in Teaching APL," appeared in the September 1991 issue of APL Quote Quad, and Part 2, "Special Issues in Teaching APL," appeared in the December 1991 issue. This part completes the series. References for all three parts are printed here. Editor's Note: General Pedagogical issues There are a number of general issues which instructors confront - - consciously or not - - in teaching APL. These issues are not unique to APL but, rather, are pertinent to teaching any programruing language (and indeed many other subjects): back at regular checkpoints also helps students see their progress in terms of what they are expected to learn. This kind of controlled teaching is quite familiar; many students have been conditioned by years of schooling to learn this way. Although this is not recommended unless necessary, it may be the way APL is taught most oi~en. Other approaches, such as Socratic inquiry, apprenticeship, cooperative
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Teaching APL to beginners: critical issues (part 3)
Peelle, Howard A.
Follow ACM SIGAPL APL Quote Quad
, Volume 22 (3)
Association for Computing Machinery – Mar 1, 1992
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