Ways of learning in a computer-based environment: some findings of the LOGO Maths Project

Abstract  This paper is derived from the LOGO Maths Project's investigation of the potential of LOGO in the secondary school mathematics classroom (1983–1986). The main focus of the work has been to discover whether and under what conditions the computer language LOGO can be used as an aid to pupils' learning and thinking in mathematics. Longitudinal case studies were undertaken for four pairs of pupils throughout the three years of the project. In addition the research was extended for two years into another eight schools. This paper presents the findings concerned with peer collaboration and the role of the teacher in the LOGO environment. It describes how LOGO work can be used to gain insights into pupils' conceptions of mathematical ideas. It also makes reference to gender issues in the wider context of computer use in the United Kingdom.