English Version
Teaching programming
The main goal of the book is to teach programming as a unified discipline with a scientific foundation that is useful to the practicing programmer. Let us look closer at what this means.
What is programming?
We define programming, as a general human activity, to mean the act of extending or changing a system’s functionality. Programming is a widespread activity that is done both by non specialists (e.g., consumers who change the settings of their alarm clock or cellular phone) and specialists (computer programmers, the audience of this book).
The main goal of the book is to teach programming as a unified discipline with a scientific foundation that is useful to the practicing programmer. Let us look closer at what this means.
What is programming?
We define programming, as a general human activity, to mean the act of extending or changing a system’s functionality. Programming is a widespread activity that is done both by non specialists (e.g., consumers who change the settings of their alarm clock or cellular phone) and specialists (computer programmers, the audience of this book).
This book focuses on the construction of software systems. In that setting,programming is the step between the system’s specification and a running program that implements it. The step consists in designing the program’s architecture and abstractions and coding them into a programming language. This is a broad view, perhaps broader than the usual connotation attached to the word programming. It covers both programming “in the small” and “in the large”. It covers both (language-independent) architectural issues and (language dependent) coding issues. It is based more on concepts and their use rather than on any one programming language. We find that this general view is natural for teaching programming. It allows to look at many issues in a way unbiased by limitations of any particular language or design methodology. When used in a specific situation, the general view is adapted to the tools used, taking account their abilities and limitations.
Both science and technology
Programming as defined above has two essential parts: a technology and its scientific foundation. The technology consists of tools, practical techniques, and standards, allowing us to do programming. The science consists of a broad and deep theory with predictive power, allowing us to understand programming. Ideally, the science should explain the technology in a way that is as direct and useful as possible.
If either part is left out, we are no longer doing programming. Without the technology, we are doing pure mathematics. Without the science, we are doing a craft, i.e., we lack deep understanding. Teaching programming correctly therefore means teaching both the technology (current tools) and the science (fundamental concepts). Knowing the tools prepares the student for the present. Knowing the concepts prepares the student for future developments.
Journals for full download on the link below
Both science and technology
Programming as defined above has two essential parts: a technology and its scientific foundation. The technology consists of tools, practical techniques, and standards, allowing us to do programming. The science consists of a broad and deep theory with predictive power, allowing us to understand programming. Ideally, the science should explain the technology in a way that is as direct and useful as possible.
If either part is left out, we are no longer doing programming. Without the technology, we are doing pure mathematics. Without the science, we are doing a craft, i.e., we lack deep understanding. Teaching programming correctly therefore means teaching both the technology (current tools) and the science (fundamental concepts). Knowing the tools prepares the student for the present. Knowing the concepts prepares the student for future developments.
Journals for full download on the link below
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