Using Logo in the teaching and learning of mathematics: a research bibliography
Using Logo in the teaching and learning of mathematics: a research bibliography
This review suggests that students working with Logo, by creating and interacting with objects that are visible, quantifiable, and adhere to conventional mathematics, build connections between spatial and numeric/algebraic thinking. Using Logo can help students make mathematics more concrete, while simultaneously supporting algebraic formalisation of actions as Logo “procedures". Working with Logo affords students opportunities to try out ideas and modify plans, elements that are key to mathematical problem solving. Students can make and test conjectures, a vital component of mathematical reasoning.
pedagogy, curriculum, teaching, learning, school, mathematics, Logo, national curriculum, research, review, bibliography, ICT, computers
34-36
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
2005
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Jones, Keith
(2005)
Using Logo in the teaching and learning of mathematics: a research bibliography.
Micromath, 21 (3), .
Abstract
This review suggests that students working with Logo, by creating and interacting with objects that are visible, quantifiable, and adhere to conventional mathematics, build connections between spatial and numeric/algebraic thinking. Using Logo can help students make mathematics more concrete, while simultaneously supporting algebraic formalisation of actions as Logo “procedures". Working with Logo affords students opportunities to try out ideas and modify plans, elements that are key to mathematical problem solving. Students can make and test conjectures, a vital component of mathematical reasoning.
Text
Jones_MMResBiblio_Logo_2005.pdf
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More information
Published date: 2005
Additional Information:
The pagination of this page proof is the same as the published version.
Keywords:
pedagogy, curriculum, teaching, learning, school, mathematics, Logo, national curriculum, research, review, bibliography, ICT, computers
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 19197
URI: http://eprints.soton.ac.uk/id/eprint/19197
ISSN: 0267-5501
PURE UUID: 553fc4db-2f12-444e-990d-3d0e099ae137
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Date deposited: 19 Jan 2006
Last modified: 15 Mar 2024 06:12
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