Name
Abstract | ||
|---|---|---|
We are interested in increasing comprehension of how students understand big-O analysis. We conducted a qualitative analysis of interviews with two undergraduate students to identify sources of difficulty within the topic of big-O. This demonstrates the existence of various difficulties, which contribute to the sparse research on students' understanding of pedagogy. The students involved in the study have only minimal experience with big-O analysis, discussed within the first two introductory computer science courses. During these hour-long interviews, the students were asked to analyze code or a paragraph to find the runtime of the algorithm involved and invited students to write code that would in run a certain runtime. From these interactions, we conclude that students that have difficulties with big-O could be having trouble with the mathematical function used in the analysis and/or the techniques they used to solve the problem. |
Year | DOI | Venue |
|---|---|---|
2013 | 10.1145/2526968.2526996 | Koli Calling |
Keywords | Field | DocType |
minimal experience,hour-long interview,undergraduate student,sparse research,various difficulty,introductory computer science course,mathematical function,qualitative analysis,certain runtime,big-o analysis,big o | Function (mathematics),Computer science,Paragraph,Pedagogy,Algorithmic complexity,Comprehension | Conference |
Citations | PageRank | References |
1 | 0.38 | 2 |
Authors | ||
2 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Miranda Parker | 1 | 37 | 4.87 |
| Colleen Lewis | 2 | 11 | 2.07 |