Abstract
The study compares the levels of response to angle/rotation problems presented on screen with a Logo microworld with the levels of response to similar problems presented on paper. Pairs of children aged from 9 to 11 who had little or no experience of Logo completed the problems in about 40 minutes. Pairs of children completed the problems over a period of eight weeks. The responses, classified using the SOLO taxonomy (Structure of Observed Learning Outcomes), suggested that the effect of the immediate feedback of the screen turtle heading was to inhibit moves to a higher level of response compared to those levels of response reached when responding to paper tests.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Biggs, J. B. and Collis, K. F.: 1982,Evaluating the quality of learning; the SOLO taxonomy (Structure of Observed Learning Outcome), New York, Academic Press.
Cope, P. and Simmons, M.: 1991, ‘Children's Exploration of Rotation and Angle in Limited Logo Microworlds’,Computers and Education 16(2), 133–141.
Clements, D. H. and Battista, M. T.: 1989, ‘Learning of Geometric Concepts in a Logo Environment’,Journal for Research in Mathematics Education 20(5), 450–467.
Hillel, J., Kieran, C. and Gurtner, J.-L.: 1989, ‘Solving Structured Geometric Tasks on the Computer; The Role of Feedback in Generating Strategies’,Educational Studies in Mathematics 20, 1–39.
Olive, J.: 1991, ‘Logo Programming and Geometric Understanding: and in-depth study’,Journal for Research in Mathematics Education 22(2), 90–111.
Olive, J. and Scally, S.: 1987, ‘Learning Processes in a Logo Environment and Geometric Understanding: Are They Related?’,Proceedings of the Third International Conference for Logo and Mathematics Education, Concordia University, Montreal.
SOED: 1991,Curriculum and Assessment in Scotland. National Guidelines. Mathematics 5–14, Scottish Office Education Department.
Silver, E. A.: 1986 ‘Using Conceptual and Procedural Knowledge: A Focus on Relationships’, in J. Hiebert (ed.),Conceptual and Procedural Knowledge: The Case of Mathematics, Lawrence Erlbaum Associates, Inc, New Jersey.
Simmons, M. and Cope, P.: 1990 ‘Fragile Knowledge of Angle in Turtle Geometry’,Educational Studies in Mathematics 21, 375–382.
Skemp, R. R.: 1976 ‘Relational Understanding and Instrumental Understanding’,Mathematics Teaching 77, 20–26.
Van Hiele, P. M.: 1986Structure and Insight: A Theory of Mathematics Education, Academic Press, Orlando.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Simmons, M., Cope, P. Angle and rotation: Effects of different types of feedback on the quality of response. Educ Stud Math 24, 163–176 (1993). https://doi.org/10.1007/BF01273690
Issue Date:
DOI: https://doi.org/10.1007/BF01273690