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dc.contributor.authorGries, Daviden_US
dc.date.accessioned2007-04-23T16:38:49Z
dc.date.available2007-04-23T16:38:49Z
dc.date.issued1980-04en_US
dc.identifier.citationhttp://techreports.library.cornell.edu:8081/Dienst/UI/1.0/Display/cul.cs/TR80-414en_US
dc.identifier.urihttps://hdl.handle.net/1813/6254
dc.description.abstractThe current state of affairs in programming is discussed. The opinion is expressed that effective programming requires more "mathematical maturity" than most programmers have. Further, education in formal logicc, which is used (often informally) to reason about programs and specifications, and in a theory of programming could do much to increase the programmer's competence. Such education could lead to programming becoming more of a science than just an art. Examples are given throughout to support the opinions presented.en_US
dc.format.extent1333490 bytes
dc.format.extent388061 bytes
dc.format.mimetypeapplication/pdf
dc.format.mimetypeapplication/postscript
dc.language.isoen_USen_US
dc.publisherCornell Universityen_US
dc.subjectcomputer scienceen_US
dc.subjecttechnical reporten_US
dc.titleEducating the Programmer: Notation, Proofs, and the Development of Programsen_US
dc.typetechnical reporten_US


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