"We first consider some recent research that supports this view and then go on to argue that unless students are encouraged to attend to structure and to engage

"We first consider some recent research that supports this view and then go on to argue that unless students are encouraged to attend to structure and to engage in structural thinking they will be blocked from thinking productively and deeply about mathematics. We provide several illustrative cases in which structural thinking helps to bridge the mythical chasm between conceptual and procedural approaches to teaching and learning mathematics. Finally we place our proposals in the context of how several writers in the past have attempted to explore the importance of structure in mathematics teaching and learning." This is about mathematical education rather than programming or mathematics. A different subject, therefore different 'rules of engagement'. As a practical example of the problem that the authors are trying to confront, find half a dozen early teenagers and ask them to explain to you why 7 - - 3 = 10. Disclaimer: I have not read this 22 page paper in detail yet but the quote from the abstract above suggests that I will and that I will find it useful.