Entry Hilfinger:1978:ITS from sigcse1970.bib
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BibTeX entry
@Article{Hilfinger:1978:ITS,
author = "Paul N. Hilfinger and Mary Shaw and Wm. A. Wulf",
title = "Introducing ``theory'' in the second programming
course",
journal = j-SIGCSE,
volume = "10",
number = "3",
pages = "55--58",
month = aug,
year = "1978",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/953028.804233",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sun Nov 18 07:38:06 MST 2012",
bibsource = "http://portal.acm.org/;
http://www.math.utah.edu/pub/tex/bib/sigcse1970.bib",
note = "Proceedings of the 9th SIGCSE symposium on Computer
science education.",
abstract = "Traditionally, the first two programming courses have
emphasized basic techniques and skills-the details of a
programming language, basic problem solving and program
development, ``structured programming'', the
manipulation of simple data structures and files, basic
sorting and searching algorithms, etc. Our principle
motivation is the conviction that programming should be
an engineering discipline, and that engineering
disciplines must be grounded in engineering science.
Further, to be effectively taught, this science must be
introduced as early as possible. In contrast to the
measure-theoretic under pinnings of the calculus, the
theory we introduce is immediately useful to working
programmers. In addition, the topics we cover are
fundamental to later courses. By introducing the topics
early in the curriculum, we provide a common vocabulary
for these later courses, eliminate redundant treatment
of topics, and give students greater exposure to the
material and a better chance to absorb it. We feel we
have been successful with the course, although our
evidence is necessarily subjective. Because its
philosophy flies in the face of current practice, we
shall attempt to explain that philosophy in this paper.
The course itself, ``Fundamental Structures of Computer
Science'' (FS here after) is described in somewhat
greater detail in [2] and we are preparing a supporting
text [3]. We are not so much interested in pressing our
own particular treatment of the topics, however, as we
are the choice of material and its place in the
curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
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10(1)86,
10(3)13,
10(4)42,
11(1)167
- particular,
2(3)61,
3(4)24,
5(1)9,
5(1)24,
5(1)91,
5(1)181,
5(2)33,
6(1)15,
6(1)59,
6(4)26,
7(1)20,
7(1)40,
7(1)168,
7(3)38,
8(1)49,
8(1)137,
8(1)200,
8(1)289,
8(1)298,
8(1)350,
8(3)75,
9(1)6,
9(1)100,
9(1)123,
9(1)168,
9(1)180,
10(1)87,
10(3)27,
10(3)67,
10(4)66,
11(1)155,
11(1)158
- philosophy,
4(1)8,
5(1)21,
5(1)60,
6(1)33,
6(1)155,
7(1)11,
7(3)50,
7(4)16,
8(1)284,
9(1)175,
10(1)180,
10(3)93,
11(1)76
- place,
3(4)24,
5(1)21,
5(1)45,
7(1)15,
8(1)304,
8(3)22,
9(1)108,
10(1)86,
10(3)136,
11(1)14
- possible,
2(3)118,
3(4)24,
5(1)18,
5(1)26,
5(1)97,
5(1)138,
5(1)145,
6(1)133,
7(1)23,
7(1)68,
7(1)120,
7(1)148,
7(1)158,
7(1)172,
7(1)187,
8(1)11,
8(1)113,
8(1)284,
8(2)36,
8(3)12,
8(3)102,
9(1)1,
9(1)100,
9(3)39,
10(1)36,
10(1)92,
10(1)97,
10(1)183,
10(3)45,
10(3)84,
10(3)162,
11(1)75,
11(1)168,
11(1)215,
41(2)95
- practice,
5(1)181,
6(1)47,
7(1)20,
7(1)172,
8(1)223,
8(1)295,
8(1)389,
9(1)22,
10(1)7,
10(1)85,
10(1)97,
10(1)224,
10(1)255,
10(3)162,
11(1)14,
11(1)23,
11(1)45,
11(1)136,
11(1)182
- preparing,
5(1)106,
6(1)40,
6(1)155,
8(1)260,
8(3)2,
9(3)1,
10(1)86,
10(1)97
- principle,
2(3)45,
3(4)24,
4(1)110,
5(1)153,
6(1)21,
6(1)90,
6(1)133,
7(1)123,
8(1)35,
8(1)86,
8(1)104,
8(3)48,
9(1)69,
9(3)28,
10(1)85,
10(1)96,
10(1)107,
10(1)180,
10(1)255,
10(3)84,
11(1)182,
11(1)187
- programmer,
3(1)25,
4(2)10,
4(4)19,
5(1)24,
5(1)26,
5(1)32,
6(1)81,
6(1)90,
6(1)133,
7(1)31,
7(1)123,
7(1)148,
7(1)157,
7(1)200,
7(3)30,
7(3)77,
8(1)11,
8(2)41,
8(3)5,
8(3)80,
8(3)93,
8(3)108,
8(4)53,
9(1)59,
9(1)133,
9(1)145,
9(2)17,
10(1)31,
10(1)97,
10(1)179,
10(1)213,
10(1)224,
10(3)59,
10(3)67,
10(3)73,
10(3)84,
10(3)126,
10(3)140,
11(1)18,
11(1)61,
11(1)75,
11(1)136
- second,
2(3)118,
4(2)10,
4(2)14,
5(1)70,
5(1)97,
5(1)134,
7(1)95,
8(1)182,
8(1)280,
8(3)95,
9(1)37,
9(1)59,
9(1)88,
9(1)133,
9(3)43,
9(3)79,
10(1)97,
10(3)23,
10(3)27,
10(3)45,
10(3)50,
10(3)100,
10(3)113,
10(3)120,
10(3)136,
11(1)187,
11(1)192,
11(1)215,
11(1)236
- shall,
3(4)24,
5(1)60,
8(1)79,
10(3)13
- Shaw, Mary,
4(2)16,
5(2)26,
10(1)255,
11(1)87
- should,
2(4)30,
3(1)21,
3(4)24,
4(2)10,
5(1)24,
5(1)26,
5(1)97,
5(1)119,
5(1)181,
5(2)33,
6(1)28,
6(1)47,
6(1)81,
6(1)125,
6(1)133,
6(3)46,
6(4)21,
7(1)7,
7(1)68,
7(1)95,
7(1)168,
7(1)187,
7(3)77,
8(1)11,
8(1)90,
8(1)113,
8(1)137,
8(1)212,
8(1)298,
8(1)350,
8(1)371,
8(2)36,
8(3)4,
8(3)26,
8(3)92,
8(3)93,
9(1)69,
9(1)119,
9(1)123,
9(1)162,
9(2)17,
9(3)6,
9(3)74,
10(1)34,
10(1)97,
10(1)178,
10(1)189,
10(1)282,
10(3)13,
10(3)50,
10(3)63,
10(3)77,
10(3)113,
10(3)131,
11(1)54,
11(1)162,
11(1)168,
11(1)195,
11(2)52,
11(4)31
- simple,
4(2)10,
5(1)97,
6(1)101,
6(1)144,
7(1)15,
7(2)33,
7(3)35,
7(4)47,
8(1)158,
8(2)45,
8(3)67,
8(3)111,
9(1)22,
9(1)37,
9(1)53,
9(1)69,
9(1)85,
9(1)113,
9(1)142,
9(3)1,
9(4)70,
10(3)38,
10(3)108,
10(3)162,
11(1)23,
11(1)49,
11(1)54,
11(1)232,
11(4)49
- solving,
5(1)9,
5(1)83,
6(1)79,
6(4)26,
7(1)40,
7(3)77,
8(1)1,
8(1)212,
8(1)325,
9(1)63,
9(1)123,
9(1)133,
9(1)165,
9(1)168,
9(3)34,
9(3)51,
10(1)34,
10(1)86,
10(1)179,
10(1)224,
10(3)84,
10(4)28,
11(1)54,
11(1)131,
11(1)155,
11(4)49
- somewhat,
7(1)102,
8(1)253,
11(4)49
- sorting,
8(3)61
- subjective,
4(1)110,
9(3)56
- successful,
6(1)6,
6(1)116,
6(1)165,
6(1)184,
7(1)7,
7(1)23,
7(1)123,
7(3)30,
8(1)275,
8(3)115,
9(1)22,
9(1)133,
9(1)173,
10(1)96,
10(1)98,
10(1)189,
10(3)63,
10(3)73,
11(1)195
- supporting,
7(1)114,
9(3)28,
11(1)28,
11(1)136
- taught,
3(4)24,
5(1)24,
5(1)53,
5(1)60,
6(1)28,
6(1)90,
6(4)21,
7(1)86,
7(1)102,
7(1)196,
7(3)77,
7(4)53,
8(1)1,
8(1)11,
8(1)137,
8(1)174,
8(1)260,
8(1)342,
8(3)54,
8(3)67,
8(4)53,
9(1)13,
9(1)119,
9(1)123,
9(1)129,
9(1)142,
9(1)151,
9(3)16,
9(3)28,
9(3)63,
10(1)210,
10(1)255,
10(3)45,
10(3)93,
10(3)100,
10(3)120,
10(3)136,
10(3)162,
11(1)23,
11(1)76,
11(1)182,
11(1)192,
11(1)232,
11(1)245,
11(4)15
- technique,
3(4)24,
4(1)154,
4(4)11,
5(1)9,
5(1)26,
5(1)38,
5(1)119,
5(4)29,
6(1)6,
6(1)47,
6(1)59,
6(1)101,
6(1)184,
6(3)46,
6(4)26,
7(1)23,
7(1)47,
7(1)86,
7(1)123,
7(1)206,
7(2)67,
8(1)11,
8(1)39,
8(1)158,
8(1)179,
8(1)189,
8(1)200,
8(1)268,
8(1)355,
8(3)30,
8(3)67,
8(3)106,
8(3)111,
8(3)135,
8(3)143,
8(4)10,
8(4)15,
8(4)53,
9(1)154,
9(1)168,
9(3)28,
9(3)74,
10(1)33,
10(1)34,
10(1)65,
10(1)80,
10(1)86,
10(1)178,
10(1)180,
10(1)189,
10(1)232,
10(3)27,
10(3)63,
10(3)131,
10(4)42,
11(1)23,
11(1)28,
11(1)54,
11(1)79,
11(1)89,
11(1)192
- text,
2(3)113,
2(3)118,
5(1)38,
6(1)111,
7(1)109,
7(4)53,
8(1)11,
8(1)104,
8(3)54,
8(3)78,
8(3)106,
9(1)59,
9(3)56,
10(1)260,
10(3)108,
11(1)28,
11(1)79
- theory,
2(3)34,
2(3)118,
4(1)110,
5(1)1,
5(1)51,
5(1)83,
5(1)177,
6(1)21,
6(1)33,
6(1)37,
6(1)79,
6(1)148,
6(1)165,
7(1)191,
8(1)116,
8(1)212,
8(1)280,
8(1)284,
8(1)289,
9(1)53,
10(1)7,
10(1)96,
10(1)255,
10(3)27,
11(1)23,
11(1)45,
11(1)182
- topic,
6(1)148,
6(1)152,
7(1)86,
7(1)102,
7(3)77,
8(1)39,
8(1)95,
8(1)137,
8(3)2,
8(3)98,
8(3)129,
8(3)143,
9(1)145,
9(3)1,
9(3)16,
9(3)30,
9(3)51,
9(3)79,
10(1)32,
10(3)31,
10(3)35,
10(3)63,
10(3)113,
10(3)156,
10(4)24,
11(1)89,
11(1)140,
11(1)155,
11(1)182,
11(1)195,
11(1)236
- Traditionally,
7(4)19,
8(1)275,
9(3)59,
10(3)23
- treatment,
5(1)121,
8(1)69,
9(3)16,
11(1)236
- useful,
4(2)10,
5(1)125,
7(1)68,
7(4)53,
8(1)69,
8(1)131,
8(1)268,
8(3)26,
8(3)33,
8(3)67,
9(1)151,
10(1)282,
10(3)8,
10(3)151
- vocabulary,
10(1)179
- working,
5(1)26,
5(1)166,
6(1)133,
7(1)71,
7(1)102,
7(2)87,
9(2)1,
9(2)17,
9(3)79,
10(1)86,
10(1)197,
10(4)28,
11(1)75,
11(1)118,
11(1)187,
11(1)207,
11(3)15
- Wulf, Wm. A.,
10(1)255