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Fragile knowledge of angle in turtle geometry

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Abstract

This paper describes an investigation into how the use of Logo affects children's basic knowledge of angle. It shows that teachers should not assume that unstructured use of Logo with a minimum of teacher intervention will have a beneficial effect on children's knowledge of angle and how it is measured. It appears to be the case that children make erroneous adjustments to their conceptual knowledge of angle in order to accommodate the results of an acquired procedural interaction with the computer.

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References

  • Cope, P., H. Smith and M. Simmons: 1989, ‘Teacher intervention and the development of angle misconceptions in Logo’, Unpublished MS., University of Stirling, Scotland.

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Authors and Affiliations

  1. Department of Education, University of Stirling, FK9 4LA, Stirling, Scotland

    Malcolm Simmons & Peter Cope

Authors
  1. Malcolm Simmons
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  2. Peter Cope
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Simmons, M., Cope, P. Fragile knowledge of angle in turtle geometry. Educ Stud Math 21, 375–382 (1990). https://doi.org/10.1007/BF00304265

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  • DOI: https://doi.org/10.1007/BF00304265

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