Why do some instructors delay teaching mutation due to considering it to be a more difficult concept? (than functional or recursive concepts, etc.)It is very likely that, back in the 8-bit PC days, many thousands of 8 to 12 year olds learned to code in Tiny Basic or other street BASIC implementations (where there weren't even local variables or other easy recursion or functional semantic support).  How could these kids do so if variable mutation was a difficult concept?Or is the spaghetti code they often produce a result of not really understanding the concept itself?  (rather than just the software engineering downsides)
Why would mutation be considered by some as a difficult concept to grasp?
curriculum design;variables