Programming and Meta-Programming in Scheme (Undergraduate Texts in Computer Science)

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By now, Scheme is a well-established programming language and is finding increasing popularity in programming courses for undergraduates. Its expressive capabilities are matched by a simplicity of language and ease-of-use which have made its adherents disciples! This textbook provides a comprehensive first course in Scheme and covers all of its major features: abstraction, functional programming, data types, recursion, and semantic programming. Although the primary goal of this text is to teach students to program in Scheme, it will be suitable for any student studying a general programming principles course. Each chapter is divided into three sections: core, appendix , and problems. Most essential topics are covered in the core section, but it is assumed that most students will read the appendices and solve most of the problems. (Nearly all of the problems require students to write short Scheme procedures.) As well as providing a thorough grounding in Scheme, the author discusses in depth different programming paradigms. An important theme throughout is that of "meta-programming": the perspective that programs themselves can be treated as data, and hence can be analyzed and modified as objects. This provides insight into topics such as type-checking and overloading which might otherwise be missed.

Programming and Meta-Programming in Scheme (Undergraduate Texts in Computer Science) Review

I highly recommend this book to help explain the mathematics and vocabulary used in the Scheme language. I recommend this book especially to those that are perplexed by the text in the book called The Little Schemer.

This book doesn't make the assumption, which The Little Schemer makes, that one understands the words used to program in Scheme.

The chapters are well organised, and shows the author to be organised in his thought processes. I can well imagine him to be a very understanding lecturer on the subject, giving thought to the probability that each student has different levels or aspects of understanding, and that nobody knows everything about any one thing.

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