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2019 IEEE Frontiers in Education Conference (FIE)
Novice programmers must master two skills to show lasting success: writing code and, when that fails, the ability to debug it. Instructors spend much time teaching the details of writing code but debugging gets significantly less attention. But what if teaching debugging could implicitly teach other aspects of coding better than teaching a language teaching debugging? This paper explores a new theoretical framework, the Theory of Applied Mind for Programming (TAMP), which merges dual processdoi:10.1109/fie43999.2019.9028699 fatcat:egkwayay4ba2pfbaoek4bqksie