Learning recursion as a concept and as a programming technique
SIGCSE '88 Proceedings of the nineteenth SIGCSE technical symposium on Computer science education
The schematics of computation
Constructivism in computer science education
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
Conceptual models and cognitive learning styles in teaching recursion
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
A fundamentals-based curriculum for first year computer science
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
EROSI—visualising recursion and discovering new errors
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Recursively speaking: analyzing students' discourse of recursive phenomena
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Do senior CS students capitalize on recursion?
Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education
Mental models of recursion revisited
Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education
Investigating the viability of mental models held by novice programmers
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Students' mental models of recursion at wits
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
Teaching strategies for reinforcing structural recursion with lists
Companion to the 22nd ACM SIGPLAN conference on Object-oriented programming systems and applications companion
Design Disciplines and Non-specific Transfer
ISSEP '08 Proceedings of the 3rd international conference on Informatics in Secondary Schools - Evolution and Perspectives: Informatics Education - Supporting Computational Thinking
Mental models of recursive computations vs. recursive analysis in the problem domain
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
Mental models of recursion: investigating students' understanding of recursion
Proceedings of the fifteenth annual conference on Innovation and technology in computer science education
Proceedings of the fifteenth annual conference on Innovation and technology in computer science education
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Improving student learning outcomes with pair programming
Proceedings of the ninth annual international conference on International computing education research
Is iteration really easier to learn than recursion for CS1 students?
Proceedings of the ninth annual international conference on International computing education research
Trace-based teaching in early programming courses
Proceeding of the 44th ACM technical symposium on Computer science education
Notional machines and introductory programming education
ACM Transactions on Computing Education (TOCE)
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Recursion is a fundamental concept in Computer Science. A student's knowledge of recursion can be termed their mental model of recursion. A student's mental model is viable if it allows them to accurately and consistently represent the mechanics of recursion. Non-viable mental models are constructed if students have misconceptions about the mechanisms of recursion or have misconceptions about concepts fundamental to recursion. This paper presents a study of the mental models of recursion that first year students at the University of the Witwatersrand have constructed in 2000, 2001 and 2002. It was found that while the majority of students constructed the viable copies model, many non-viable models such as the looping, active, step, magic, return-value and various odd models were also constructed. Identifying the models that students have can allow lecturers to target individual students' specific problems and analysis of the models can provide insight into learning.