CHI '88 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Visualizing programming in recursion and linked lists
ACSE '98 Proceedings of the 3rd Australasian conference on Computer science education
EROSI—visualising recursion and discovering new errors
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
The case of base cases: why are they so difficult to recognize? student difficulties with recursion
Proceedings of the 7th annual conference on Innovation and technology in computer science education
Using visualization to aid program construction tasks
SIGCSE '02 Proceedings of the 33rd 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
Investigating the viability of mental models held by novice programmers
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Introducing recursion by parking cars
ACM SIGCSE Bulletin
Reduction in CS: A (Mostly) Quantitative Analysis of Reductive Solutions to Algorithmic Problems
Journal on Educational Resources in Computing (JERIC)
Animating recursion as an aid to instruction
Computers & Education
Proceedings of the fifteenth annual conference on Innovation and technology in computer science education
Is iteration really easier to learn than recursion for CS1 students?
Proceedings of the ninth annual international conference on International computing education research
Notional machines and introductory programming education
ACM Transactions on Computing Education (TOCE)
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Recent research into differences between novice and expert computer programmers has provided evidence that experts know more than novices, and what they know is better organized. The conclusion is only as interesting as it is intuitive. This paper reports an experiment which was designed to determine precisely what novice programmers understand about the behaviour of recursive procedures, and exactly how their understanding differs from an expert's understanding of the process. The results show that different novices understand, or misunderstand, different things. Implications of the findings are discussed with respect to other research into novice and expert programming performance.