Programming to Learn
Matthew Farrugia-Roberts, Bryn Jeffries, Harald Søndergaard · 2022
Programming problems are commonly used as a learning and assessment activity for learning to program. We believe that programming problems can be effective for broader learning goals. In our large-enrolment course, we have designed special programming problems relevant to logic, discrete mathematics, and the theory of computation, and we have used them for formative and summative assessment. In this report, we reflect on our experience. We aim to leverage our students' programming backgrounds by offering a code-based formalism for our mathematical syllabus. We find we can translate many traditional questions into programming problems of a special kind - calling for 'programs' as simple as a single expression, such as a formula or automaton represented in code. A web-based platform enables self-paced learning with rapid contextual corrective feedback, and helps us scale summative assessment to the size of our cohort. We identify several barriers arising with our approach and discuss how we have attempted to negate them. We highlight the potential of programming problems as a digital learning activity even beyond a logic and computation course.