Logo Programming and Geometric Understanding: An In-Depth Study
John Olive · Journal for Research in Mathematics Education · 1991
The Logo work of 30 ninth-grade students was analyzed from three theoretical perspectives: the van Hiele levels of thinking, the SOLO taxonomy, and Skemp's model of mathematical understanding. Using computer dribble files of the students' Logo work, summary analyses across four tasks examined the Logo programming aspects and the geometric aspects of the tasks. Relationships among the three theoretical models and between Logo programming and geometric understanding emerged from the summary analyses. SOLO learning cycles in which students achieve relating level responses to a task are more likely to result in relational understanding of the task when students are able to approach the task with at least a transition towards descriptive level thought. Success in Logo programming appears to be necessary but not sufficient for success with the geometric aspects of the tasks. The results suggest the possibility of constructing an integrated model of teaching and learning based on the three theoretical perspectives.