000			01297nab a22002537 4500
001			H004.415 JOU
003			AR-sfUTN
008			190909b xx |||p|r|||| 00| 0 spa d
040			_cAR-sfUTN
080			_aH004.415 JOU
100			_aKoenig, Andrew
700			_aMoo, Barbara E.
245			_aRethinking how to teach C++, part 9: Whtar we learned from our students
336			_2rdacontent _atexto _btxt
337			_2rdamedia _asin mediación _bn
338			_2rdacarrier _avolumen _bnc
505			_aYou might think that if we knew what caused the frustration, we could have avoided it. Nevertheless, we could not not figure out how to do so. As C++ existed at the time, it was still mostly a tool for defining new abstractions. Therefore, an introductory course had little choice but to begin by talking about how to define abstractions. The tools the students already had available were primitive enough that there was little choice but to begin by teaching them to define abstractions immediately.
650			_aGUIDELINES
650			_aOBJECT ORIENTED PROGRAMMING
650			_aLANGUAGE C++
773			_tJOOP : the journal of object-oriented programming _wH004.415 JOU _nS.T.:H004.415 JOU PP3435 _g(vol. 14, nro. 3, Aug-Sep. 2001), p. 44-47
942			_cAN
999			_c37450 _d37450