Following a brief introduction to the LOGO programing language, describes its use in a sixth-grade classroom. The situations described illustrate students' growth while the choice of the situations illustrates teachers' growth. (JN)

Presents three activities in which students learn about and construct star polygons using the LOGO programing lanaguage. A list of suggested extension activities is included. (JN)

PROLOG is a relatively new programing language with graphics capability. In addition, the language has a declarative rather than a procedural structure. Two programs illustrating use of the language in the mathematics classroom are presented. (JN)

Seymour Papert, creator of LOGO, explains how he came to create this important problem-solving language and how he intended it to be used to foster learning among children. What children can do with turtle geometry (indicated to be a natural approach to mathematics) is one topic considered. (Author/JN)

This unit is designed to acquaint elementary students with the way a computer operates and the way people communicate with computers. The format of the unit was designed so that the instruction can be provided by the classroom teacher. The lessons are constructed so that, with some teacher guidance, the students can work through them step by step.…

Describes a project in which 11- to 13-year-old children used their LOGO programing experience to assist them in investigating a mathematical topic. Students initially drew frieze patterns on graph paper and then wrote LOGO program. Implications of the project for mathematics instruction are noted. (JN)

Considers activities that use LOGO to slide, turn, and flip the "turtle." Uses non-LOGO tools such as cutouts, pattern blocks, and tangrams to enhance the motion work. Provides examples and programs with explanations. (MVL)

Described is a year-long study of the way a group of six 12-year-old children went about solving a special class of geometric problems using a computer and a limited set of LOGO programing tools. Examines solution strategies deciding whether those strategies led to insights about mathematical relations. (Author/MVL)