VariablesHoldExpressions
= stores an expression: it stores a reference to the expression in a variable
= evaluates an expression and stores a reference to its value in a variable
CorrectionHere is what's right.
First, the expression is evaluated. A reference to the resulting value is stored in the variable.
In Python, variables reference values. A non-evaluated expression is not a value. Thus, variables cannot reference non-evaluated expressions. Instead, the expression is evaluated, producing a value.
Once a value is produced, there is no longer a connection between the value and the expression that produced it.
OriginWhere could this misconception come from?
This misconception may at least partially be due to students’ familiarity with algebra, where the right hand side of an equation is not evaluated and stored in a variable on the left.
While chances are low, it could be that a student got exposed to “pass-by-name” beforehand.
SymptomsHow do you know your students might have this misconception?
A student holding this misconception may put the expression (not a reference to its value) into the box of a memory diagram.
ValueHow can you build on this misconception?
This misconception can be very valuable when introducing functional programming, where functions (including anonymous functions, lambdas) are treated as normal values.
If a student (wrongfully) thinks that the following statement stores a reference to the unevaluated expression a + 1
in variable inc
…
inc = a + 1
… then when introducing lambdas one can explain that the following statement does do that:
inc = lambda a : a + 1
Language
Concepts
Other Languages
Literature References
The following papers directly or indirectly provide qualitative or quantitative evidence related to this misconception.
Quantitative systematic research
97 Swiss high school teachers and their students
Programming Language Misconceptions studied:
Qualitative and quantitative systematic research
542 hand-drawn expression trees from 12 exams in 6 university courses
Diagram mistakes studied:
Quantitative systematic research
Students from 2 universities and other users of online textbook
Programming Language Behavior Misconceptions studied:
Quantitative systematic research
145 participants aged 7-17 with programming experience
Programming Misconceptions studied:
Argumentation, review of prior work
No explicitly mentioned subjects
Difficulties studied: