Informatics in Education, 2014, Vol. 13, No. 1, 87–119 87 © 2014 Vilnius University A Survey on Teaching and Learning Recursive Programming Christian RINDERKNECHT Department of Programming Languages and Compilers, Eötvös Loránd University Budapest, Hungary E-mail:
[email protected] Received: July 2013 Abstract. We survey the literature about the teaching and learning of recursive programming. After a short history of the advent of recursion in programming languages and its adoption by programmers, we present curricular approaches to recursion, including a review of textbooks and some programming methodology, as well as the functional and imperative paradigms and the distinction between control flow vs. data flow. We follow the researchers in stating the problem with base cases, noting the similarity with induction in mathematics, making concrete analogies for recursion, using games, visualizations, animations, multimedia environments, intelligent tutor- ing systems and visual programming. We cover the usage in schools of the Logo programming language and the associated theoretical didactics, including a brief overview of the constructivist and constructionist theories of learning; we also sketch the learners’ mental models which have been identified so far, and non-classical remedial strategies, such as kinesthesis and syntonicity. We append an extensive and carefully collated bibliography, which we hope will facilitate new research. Key words: computer science education, didactics of programming, recursion, tail recursion, em- bedded recursion, iteration, loop, mental models. Foreword In this article, we survey how practitioners and educators have been teaching recursion, both as a concept and a programming technique, and how pupils have been learning it. After a brief historical account, we opt for a thematic presentation with cross-references, and we append an extensive bibliography which was very carefully collated.