TeachScheme! 2000

  No Recap

  Pragmatics: some syntax errors, some run-time errors

  Assignments: 2.2.1, p11 (how teachpacks work and demonstrate points)
               2.2.4 
    	       2.3.2, p13
    	       2.3.3
    	       3.3.4, p28
    	       3.3.1 (only if time left)

  Show grammar and reduction rules for language so far, show how stepper
  implements those rules.

  [Shriram] I believe its a bad idea to show teachers the
    test-case = answer
  convention.  Some of them want to know why the = prints out as an =, 
  which can lead to a useless digression.  Worse, I have seen teachers 
  come up to and, without context, ask, "Why does DrScheme think 50 =
  100?"  This notation turns out to be the culprit.  It sometimes
  transpires that all along, since they saw N = N, they were happy with
  it, but never really understood what was being printed after all.
  In general, I think it's a useless convention.

  [Kathi] The (equal?  ) wasn't right either.  It
  seemed to introduce far more confusion than the = version ever did.