Introduction to algorithms
Proceedings of the 6th annual conference on Innovation and technology in computer science education
Introduction to Algorithms
What do novice programmers know about recursion
CHI '83 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Cognitive activities of abstraction in object orientation: an empirical study
ACM SIGCSE Bulletin
Algorithm Design
Gender and black boxes in the programming curriculum
Journal on Educational Resources in Computing (JERIC) - Special Issue on Gender-Balancing Computing Education
Exploring students' understanding of the concept of algorithm: levels of abstraction
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Should Students Learn Integration Rules?
ACM SIGSAM Bulletin
Communications of the ACM - Self managed systems
Reduction -- an abstract thinking pattern: the case of the computational models course
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Qualitative research in computer science education
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Checklists for grading object-oriented CS1 programs: concepts and misconceptions
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
Misunderstandings about object-oriented design: experiences using code reviews
Proceedings of the 39th SIGCSE technical symposium on Computer science education
ACM Transactions on Computing Education (TOCE)
Hi-index | 0.00 |
Reduction is a problem-solving strategy, relevant to various areas of computer science, and strongly connected to abstraction: a reductive solution necessitates establishing a connection among problems that may seem totally disconnected at first sight, and abstracts the solution to the reduced-to problem by encapsulating it as a black box. The study described in this article continues a previous, qualitative study that examined the ways undergraduate computer science students perceive, experience, and use reduction as a problem-solving strategy. The current study examines the same issue, but in the context of a larger population, using also quantitative analysis, and focusing on algorithmic problems. The findings indicate difficulties students have with the abstract characteristics of reduction and with acknowledging reduction as a general problem-solving strategy.