Experiencing Frustration with R Programming Language

  • Context: MHB 
  • Thread starter Thread starter polygamma
  • Start date Start date
  • Tags Tags
    Experience
Click For Summary

Discussion Overview

The discussion revolves around the frustrations experienced by participants while learning and using the R programming language for mathematical computing, particularly in an academic setting. The scope includes personal experiences, challenges with programming in R compared to other languages like Maple and Matlab, and the implications of being required to use R in coursework.

Discussion Character

  • Debate/contested
  • Technical explanation
  • Conceptual clarification

Main Points Raised

  • Some participants express significant frustration with R, citing difficulties in programming and a lack of adequate instruction in their courses.
  • One participant mentions that R requires more code to achieve results compared to other languages, although it is noted to be better for graphics.
  • Another participant emphasizes the importance of understanding R commands and suggests that having a background in pseudocode could be beneficial.
  • There are mixed feelings about the necessity of using R, with some arguing that it is a valuable skill in the statistical computing community, while others feel forced into using it without sufficient training.
  • Concerns are raised about the reliance on commercial software in education, with one participant advocating for the use of free software like R instead.
  • Disagreement arises regarding the perceived hostility in the discussion, with some participants feeling uncomfortable but refraining from escalating the conflict.

Areas of Agreement / Disagreement

Participants generally express frustration with R and the requirement to use it, but there is no consensus on whether this requirement is justified or beneficial. Some view R as a marketable skill, while others criticize the lack of support in learning it. Disagreement exists regarding the appropriateness of commercial software in educational contexts.

Contextual Notes

Participants mention varying levels of experience with R, and there are references to specific programming tasks that highlight the differences in usability compared to other languages. The discussion reflects a range of opinions on the educational approach to teaching programming languages.

polygamma
Messages
227
Reaction score
0
I'm finding R to be the most frustrating mathematical computing language ever.

A program that I wrote in Maple in about 10 minutes took me a whole afternoon to figure out how to write in R. I became so frustrated that I was cursing and throwing things at my computer.

I'm taking a modeling class in which we are being forced to use R. I tried to turn in assignments written in Maple and Matlab, and the professor basically told me to take those assignments and shove them somewhere.

I've never taken a class in which you were forced to use a particular programming language unless that class was specifically about learning a particular programming language.

Have any of you programmed in R?
 
Computer science news on Phys.org
I have tried a bit of an R lately.

It's too unhandy, takes a lot of a code to get short result. It's better for graphics, though, I have seen a 3-page code wrote out to draw an Ulam-like spiral.

Note that I didn't try R rigorously, just took a look at it. So, you might find it easier if you practice it.
 
My frustration mainly stems from being forced to use R. We never discussed how to program in R. We spent one class going over basic commands and that was it.
 
Last edited:
Random Variable said:
My frustration mainly stems from being forced to use R. We never discussed how to program in R. We spent one class going over basic commands, and that was it.

R is basically a programming language for statistical computation and graphical attacks. I am not sure what they tells you to do with R, since integral computations and analysis on R is no match with Maple.

For commands, you'll have to understand that by yourself. If you have a good knowledge on pseudocode construction and all the commanding ability of R, it would be easier to do that. You might occasionally want to see some worked out examples of coding in R to understand how it works. At least, that was how I learned to program in PARI/GP.

PS : Also, interaction with a decent computer programmer might be helpful.

Balarka
.
 
It's interesting you made this thread because I am also just starting to work with R. Haven't actually done anything with it yet but my next homework assignment is completely about R, so I'll get some practice in soon. Hope it's not as bad as you say! :p
 
Random Variable said:
I'm finding R to be the most frustrating mathematical computing language ever.

A program that I wrote in Maple in about 10 minutes took me a whole afternoon to figure out how to write in R. I became so frustrated that I was cursing and throwing things at my computer.

I'm taking a modeling class in which we are being forced to use R. I tried to turn in assignments written in Maple and Matlab, and the professor basically told me to take those assignments and shove them somewhere.

I've never taken a class in which you were forced to use a particular programming language unless that class was specifically about learning a particular programming language.

Have any of you programmed in R?

If I were teaching a course that required a computational component I would want to avoid the use of commercial software (even on an academic or student licence). So if I don't use a package myself I am not going to mark assignments handed in using it.

(Student licences on software are a marketing ploy to lock people into using such packages when they leave education when they will charge 10 times the price for something that is available for free - usually curtsy of the hacker, educational or research community)

Also R is highly thought of in the statistical computing community and will be a marketable skill when students graduate.

.
 
zzephod said:
If I were teaching a course that required a computational component I would want to avoid the use of commercial software (even on an academic or student licence). So if I don't use a package myself I am not going to mark assignments handed in using it.

(Student licences on software are a marketing ploy to lock people into using such packages when they leave education when they will charge 10 times the price for something that is available for free - usually curtsy of the hacker, educational or research community)

Also R is highly thought of in the statistical computing community and will be a marketable skill when students graduate.

.

I disagree. But since I'm sensing some hostility being directed towards me, I'm not going to offer a counterargument. I don't want it to blow up into something nasty.
 
Random Variable said:
I disagree. But since I'm sensing some hostility being directed towards me, I'm not going to offer a counterargument. I don't want it to blow up into something nasty.

There is no hostility being directed at you (if there is any it is directed at certain commercial purveyors of mathematical software who abuse their position in the market).

I also take the view that mathematical and scientific software should be free at the point of use..
 

Similar threads

  • · Replies 2 ·
Replies
2
Views
1K
  • · Replies 8 ·
Replies
8
Views
3K
  • · Replies 6 ·
Replies
6
Views
3K
  • · Replies 3 ·
Replies
3
Views
2K
  • · Replies 6 ·
Replies
6
Views
2K
  • · Replies 3 ·
Replies
3
Views
1K
  • · Replies 3 ·
Replies
3
Views
7K
Replies
5
Views
17K
  • · Replies 4 ·
Replies
4
Views
5K
  • · Replies 9 ·
Replies
9
Views
3K