Estrategias de enseñanza de la programación concurrente: un estudio de caso sobre el uso de semáforos en un curso de sistemas operativos

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Abstract
Learning the concurrent paradigm is complex, and several factors influence it: programming language, prior knowledge, teaching sequence, and strategies. To achieve learning, it is necessary to identify appropriate teaching sequences for learning the paradigm, as well as common errors in building concurrent programs. A teaching sequence focused on working with binary semaphores was used, emphasizing inductive strategies and demonstrations, with special attention paid to the progression of content and practical activities. Based on the assumption that building a concurrent program demonstrates an understanding of the paradigm, the construction of 21 programs that worked with binary semaphores was evaluated. Among those not familiar with the paradigm, poor identification of critical sections was identified as a common error, particularly the inclusion of statements that should not be included. Most students demonstrated mastery of the concurrent paradigm, leading to the conclusion that the applied sequence was adequate.

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