update

sources/ligntbot.md

@@ -1,6 +1,6 @@
 title::"apprendre le "
 up::[[outils pédagogiques]]
 link::https://lightbot.org
-#informatique #pedagogie 
+#informatique #apprendre 
 
 ----

sources/maths pédagogie activité interactive calculus (limites).md

@@ -2,7 +2,7 @@ link::https://mathequalslove.net/limits-graph-sketching-activity/
 date::2022-09-03
 author::[[Sarah Carter]]
 title::"activité qui enseignle les limites, en faisant tracer le graphe d'une fonction a partir de certaines limites"
-#pedagogie
+#apprendre
 
 ----
 

sources/zotero/brown10ThingsSoftware2023.md

@@ -0,0 +1,56 @@
+---
+zotero-key: E829XCHJg5383243
+zt-attachments:
+  - "57"
+citekey: brown10ThingsSoftware2023
+---
+up:: [[zotero literature notes]]
+link:: [Zotero](zotero://select/groups/5383243/items/E829XCHJ) [attachment](<file:///Users/oscarplaisant/Zotero/storage/SQN4T6Z8/Brown%20et%20al.%20-%202023%20-%2010%20Things%20Software%20Developers%20Should%20Learn%20about%20L.pdf>)
+
+> [!cite] Page 81
+> build up a mental library of patterns
+> 
+> > [!note] Notes
+> > test
+> ^FRG2D6DIaSQN4T6Z8g5383243p4
+
+> [!cite] Page 81
+> seeing a variety of programming paradigms will help further.
+> ^2PSW4XYMaSQN4T6Z8g5383243p4
+
+> [!cite] Page 81
+> reading and working with more code, and more types of code, will increase proficiency at programming.
+> ^JLZDJ894aSQN4T6Z8g5383243p4
+
+> [!cite] Page 82
+> you continuously switch between the abstract definition and several diverse examples of the concept
+> ^KBAKKDKEaSQN4T6Z8g5383243p5
+
+> [!cite] Page 82
+> Deeper understanding stems from recognizing how multiple details from the examples connect to the one abstract concept in the definition, a process called repacking.
+> ^AU4GAXNAaSQN4T6Z8g5383243p5
+
+> [!cite] Page 82
+> as we learn abstract concepts, they become more concrete to us
+> ^7Z9P6GJMaSQN4T6Z8g5383243p5
+
+> [!cite] Page 83
+> One common (but incorrect) idea in software development is to directly teach problem-solving as a specific skill,
+> ^M25NHP8MaSQN4T6Z8g5383243p6
+
+> [!cite] Page 83
+> While we can learn to reason, we do not learn how to solve problems in general
+> ^5T98PK5CaSQN4T6Z8g5383243p6
+
+> [!cite] Page 84
+> Knowing multiple languages can be beneficial once they have been mastered, but sometimes transferring knowledge from one programming language to another can lead to faulty knowledge
+> 
+> > [!note] Notes
+> > le transfert de connaissances d'un langage à un autre peut être avantageux, mais peut aussi créer de la connaissance fausse (si le transfert n'est pas pertinent à ce moment).
+> ^588UCYYDaSQN4T6Z8g5383243p7
+
+> [!cite] Page 84
+> This is known as the expertise-reversal effect: Hints and guides that help beginners can get in the way of experts and make them less productive.
+> ^R7Q7VJ7RaSQN4T6Z8g5383243p7
+
+#pkm #zotero

sources/zotero/royProgrammingParadigmsDummies.md

@@ -0,0 +1,27 @@
+---
+zotero-key: 673TMQRTg5383243
+zt-attachments:
+  - "8"
+citekey: royProgrammingParadigmsDummies
+---
+up:: [[zotero literature notes]]
+link:: [Zotero](zotero://select/groups/5383243/items/673TMQRT) [attachment](<file:///Users/oscarplaisant/Zotero/storage/P4L4LCJZ/Roy%20-%20Programming%20Paradigms%20for%20Dummies%20What%20Every%20Prog.pdf>)
+
+> [!note] Page 10
+> > A programming paradigm is an approach to programming a computer based on a mathematical theory or a coherent set of principles.
+> 
+> ---
+> Ici, les paradigmes sont définis comme des approches (éventuellement mathématiques).
+> 
+> 
+> L'idée est de dire que chaque paradigme est défini à partir de principes de base.
+> ^2294PTUDaP4L4LCJZg5383243p2
+
+> [!note] Page 10
+> > A language should ideally support many concepts in a well-factored way, so that the programmer can choose the right concepts whenever they are needed without being encumbered by the others.
+> 
+> ---
+> Les langages devraient tous être multiparadigmes, pour pouvoir choisir les bons concepts en fonction du problème.
+> ^4YR7745QaP4L4LCJZg5383243p2
+
+#pkm #zotero