Thinking About Computer Programming

Thinking about Computer Programming ?

C++ and Algorithmic Thinking for the Complete Beginner (2nd Edition)

Thoroughly revised for the latest version of C++, this book explains basic concepts in a clear and explicit way that takes very seriously one thing for granted-that the reader knows nothing about computer programming. Addressed to anyone who has no prior programming knowledge or experience, but a desire to learn programming with C++, it teaches the first thing that every novice programmer needs to learn, which is Algorithmic Thinking. Algorithmic Thinking involves more than just learning code. It is a problem-solving process that involves learning how to code. This edition contains all the popular features of the previous edition and adds a significant number of exercises, as well as extensive revisions and updates. Apart from C++'s arrays, it now also covers unordered maps, while a brand new section provides an effective introduction to the next field that a programmer needs to work with, which is Object Oriented Programming (OOP). This book has a class course structure with questions and exercises at the end of each chapter so you can test what you have learned right away and improve your comprehension. With 250 solved and 450 unsolved exercises, 475 true/false, about 150 multiple choice, and 200 review questions and crosswords (the solutions and the answers to which can be found on the Internet), this book is ideal for novices or average programmers, for self-study high school students first-year college or university students teachers professors anyone who wants to start learning or teaching computer programming using the proper conventions and techniques

Programming and Computational Thinking in Technology Education

In the last decade, programming and computational thinking (CT) have been introduced on a large scale in school curricula and standards all over the world. In countries such as the UK, a new school subject—computing—was created, whereas in countries such as Sweden, programming was included in existing subjects, notably mathematics and technology education. The introduction of programming and CT in technology education implies a particular relationship between programming and technology. Programming is usually performed with technological artefacts—various types of computers—and it can also be seen as a specific branch of engineering. This book analyses the background to and current implementation of programming and computational thinking in a Swedish school technology context, in relation to international developments. The various chapters deal with pertinent issues in technology education and its relation to computers and computing, for example, computational thinking and literacy, teachers’ programming competence, and computational thinking, programming, and learning in technology education. The book includes examples from educational research that could also be used as inspiration for school teaching, teacher education and curriculum development.