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Yea, I agree and for this reason when I teach type systems to new programming students, I tell them that a type is somewhat analogous to a building material. Yo

Yea, I agree and for this reason when I teach type systems to new programming students, I tell them that a type is somewhat analogous to a building material. You have brick, wood, steel and iron. You want to build a house that has solid bedrock and has easy forest fires in the area. What material would you use? Most would say rock. Then I tell them about strings and ints. You can represent 66 both with strings and ints, but one is usable for computation where the other one is simply usable to write Alice in Wonderland with it, or simpler forms of text. Sometimes I get the question then: why can't a string both be computational and as a means of character display? And then I list the upsides and downsides of such a system, just like the upsides and downsides of mixing brick and wood to build the outer wall of a house. I'm curious if people can think of other analogies that they use for teaching.

throwaway894345 6y ago
I don’t know if this is pedagogically useful, but I think of types as shapes, variables (including struct fields and function parameters) as a shaped hole, and values as a shaped thing that can fit (or not fit) into those holes. Kind of like the children’s toy. You don’t want to pass a circle in to a function that needs a square shaped thing, and the type system helps make sure you don’t do that by accident.
jt2190 6y ago
Why do you need an analogy at all? Are your students deeply familiar with the construction characteristics of wood and brick already and ready to draw parallels to software? How do those things relate at all to the subject at hand, strings as “means of display” (data?) versus strings as “computational” (keywords, operators, etc?). Personally, I avoid analogies because they usually mean I don’t really know how to teach the topic, and I’m “hand-waving” on the fly. I either find a way to build on the student’s existing knowledge or I “park” the topic for discussion when the student has enough knowledge to give a correct answer.
- kevinwcyu 6y ago
  I appreciate analogies when I start learning something. Although it's not a perfect representation of what's being taught, it makes it easier for me to start thinking about the topic I'm learning. I can fill in the details later. I think it's useful for certain types of learners such as myself. Although I'm not deeply familiar with the characteristics of construction materials, I was more familiar with them compared to types when I was learning about them. So it would've been a helpful analogy for someone like me.
sumitkumar 6y ago
If we think of variables as boxes and types as label on those boxes, does it makes sense to have labels on the boxes if complexity of opening the box just to see what is inside goes up?

throwaway894345 6y ago

I don’t know if this is pedagogically useful, but I think of types as shapes, variables (including struct fields and function parameters) as a shaped hole, and values as a shaped thing that can fit (or not fit) into those holes. Kind of like the children’s toy. You don’t want to pass a circle in to a function that needs a square shaped thing, and the type system helps make sure you don’t do that by accident.

jt2190 6y ago

Why do you need an analogy at all? Are your students deeply familiar with the construction characteristics of wood and brick already and ready to draw parallels to software? How do those things relate at all to the subject at hand, strings as “means of display” (data?) versus strings as “computational” (keywords, operators, etc?). Personally, I avoid analogies because they usually mean I don’t really know how to teach the topic, and I’m “hand-waving” on the fly. I either find a way to build on the student’s existing knowledge or I “park” the topic for discussion when the student has enough knowledge to give a correct answer.

kevinwcyu 6y ago
I appreciate analogies when I start learning something. Although it's not a perfect representation of what's being taught, it makes it easier for me to start thinking about the topic I'm learning. I can fill in the details later. I think it's useful for certain types of learners such as myself. Although I'm not deeply familiar with the characteristics of construction materials, I was more familiar with them compared to types when I was learning about them. So it would've been a helpful analogy for someone like me.

sumitkumar 6y ago

If we think of variables as boxes and types as label on those boxes, does it makes sense to have labels on the boxes if complexity of opening the box just to see what is inside goes up?