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Is abstraction the key to computing?

Published: 01 April 2007 Publication History

Abstract

Why is it that some software engineers and computer scientists are able to produce clear, elegant designs and programs, while others cannot? Is it possible to improve these skills through education and training? Critical to these questions is the notion of abstraction.

References

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Frorer, P., Hazzan, O. and Manes, M. Revealing the faces of abstraction. International J. Computers for Mathematical Learning. Kluwer Academic Publishers, 1997, 217--228.
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Ghezzi, C., Jazayeri, M. and Mandrioli, D. Fundamentals of Software Engineering, 2nd Edition. Pearson International, NJ, 2003.
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Hazzan, O. Reducing abstraction level when learning abstract algebra concepts. Educational Studies in Mathematics 40. Kluwer Academic Publishers, 1999, 71--90.
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Huitt, W. and Hummel, J. Piaget's theory of cognitive development. Educational Psychology Interactive. Valdosta State University, Valdosta, GA, 2003.
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  • (2024)Cognitive Aspects in Problem Solving: The Case of a Data Structures Course for IS StudentsJournal of Information Systems Education10.62273/JJUB413635:2(175-188)Online publication date: 2024
  • (2024)Integrating Computational Thinking into Mathematics Education: Its Effects On Achievement, Motivation, And Learning StrategiesBayburt Eğitim Fakültesi Dergisi10.35675/befdergi.138574919:42(2034-2066)Online publication date: 30-Jun-2024
  • (2024)Programar en la universidad. Cuadernillo de apoyo cognitivo para el análisis de los procesosRevista Colombiana de Computación10.29375/25392115.446325:1(1-18)Online publication date: 30-Jun-2024
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Charles Alan Wolfe

This is an interesting article; however, it stops just when things get really interesting. Kramer makes the case, as have others, that the ability to solve problems, do abstract thinking, and discern patterns is a key talent (or talent set) to be had by persons pursuing careers in computer science and allied fields. The ability to flourish in a world of complexity is necessary. I use the word "talent" because, after discussing the article with several colleagues, at least one of them strongly objected to the Project Zero concept of multiple intelligences [1]. After discussing the concept of abstraction and its importance, Kramer goes on to review some of the work of others in mathematics and computing-related fields. A review of the work by Piaget and others follows in a section titled "What determines our students' abilities__?__" The coverage of the background material is excellent, as is the overall discussion. Kramer has written a thought-provoking article. However, it concludes with a call for further research into constructing instruments with which to measure an entering student's abilities to do problem solving, abstract thinking, and so on. So, after making an argument that no one who has taught computer science, programming, or mathematics will dispute, he leaves us hanging with no way to ascertain the probability of a student's success before he or she is tossed into the fray. From his tone, I suspect he is equally frustrated and would have liked to include at least one such instrument in the article. I would like to see some discussion of the need to begin the teaching of problem-solving skills in the lower grades, not starting with college freshmen courses. I encounter far too many entering students who have little or no skill in problem solving, separate from a talent for doing so, let alone students with critical thinking skills. Online Computing Reviews Service

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Published In

cover image Communications of the ACM
Communications of the ACM  Volume 50, Issue 4
April 2007
86 pages
ISSN:0001-0782
EISSN:1557-7317
DOI:10.1145/1232743
Issue’s Table of Contents
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 01 April 2007
Published in CACM Volume 50, Issue 4

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Cited By

View all
  • (2024)Cognitive Aspects in Problem Solving: The Case of a Data Structures Course for IS StudentsJournal of Information Systems Education10.62273/JJUB413635:2(175-188)Online publication date: 2024
  • (2024)Integrating Computational Thinking into Mathematics Education: Its Effects On Achievement, Motivation, And Learning StrategiesBayburt Eğitim Fakültesi Dergisi10.35675/befdergi.138574919:42(2034-2066)Online publication date: 30-Jun-2024
  • (2024)Programar en la universidad. Cuadernillo de apoyo cognitivo para el análisis de los procesosRevista Colombiana de Computación10.29375/25392115.446325:1(1-18)Online publication date: 30-Jun-2024
  • (2024)The Role of Formal Methods in Computer Science EducationACM Inroads10.1145/370223115:4(58-66)Online publication date: 11-Nov-2024
  • (2024)UML++: Enhancing Student Learning of Object-Oriented Modeling through Executable ObjectsProceedings of the ACM/IEEE 27th International Conference on Model Driven Engineering Languages and Systems10.1145/3652620.3687777(107-114)Online publication date: 22-Sep-2024
  • (2024)Debugging Pathways: Open-Ended Discrepancy Noticing, Causal Reasoning, and InterveningACM Transactions on Computing Education10.1145/365011524:2(1-34)Online publication date: 10-May-2024
  • (2024)The four-fifths rule is not disparate impact: A woeful tale of epistemic trespassing in algorithmic fairnessProceedings of the 2024 ACM Conference on Fairness, Accountability, and Transparency10.1145/3630106.3658938(764-775)Online publication date: 3-Jun-2024
  • (2024)Making Abstraction Concrete in the Elementary ClassroomProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 110.1145/3626252.3630890(540-546)Online publication date: 7-Mar-2024
  • (2024)Creating and Performing Educational Gymnastics Using Computational Thinking SkillsJournal of Teaching in Physical Education10.1123/jtpe.2024-0066(1-9)Online publication date: 2024
  • (2024)Utilization of Information Entropy in Training and Evaluation of Students’ Abstraction Performance and Algorithm Efficiency in ProgrammingIEEE Transactions on Education10.1109/TE.2024.335429767:2(266-281)Online publication date: 5-Feb-2024
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