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Algorithms and the efficiency of algorithms are basic concepts to every computer science (CS) curriculum (ACM Computing Curricula, 2001;' Tucker. et al., 1993; Merrit, 1993). A new CS curriculum is being implemented in Israeli high schools which includes all the basic elements of traditional CS programs. At its core are algorithms, algorithmic thinking and the eficiency of algorithms which are included in the first two units studied (Gal-Ezer et al., 1995). Initial observations of the implementation of the program, interviews with teachers and students, and examination of students' achievements, confirmed our assumption that efficiency is a d$?ficult concept to conceive, and motivated our research.The research questions were:1. To what extent do IOth and I Ith grade students succeed in internalizing efficiency? 2.To what extent are IOLh and I l t h grade students able to analyze the algorithmic problem, and design an efficient algorithm? 3. Is there a difference in the understanding of the material between students who take mathematics at the 4point level, and those who take mathematics at the Spoint level?The conclusions were:Most loth grade students are unable to internalize the concept of algorithm efficiency, and an intuitive perception of the concept is retained despite the learning process. In the 1 grade, the more students are able to internalize the concept of algorithm efficiency. The percentage of students who are able to perform a mathematical analysis of the algorithmic problem, and write an efficient solution based on this analysis, is very small in the 10Ih grade, but rises considerably in the 1 grade. A significant difference (p value=0.0027) is observed between students taking 5-point mathematics and those taking 4-point mathematics.Our data also shows that there are no significant differences by ender (regarding knowledge acquired in the IOth and 11' grade). g ~ I The Open Universiry of Israel, : &r@cs.oi)cnu.ac.ii 0-7803-7444-4/02/$17.00 0 2002 IEEE

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