Synthesizing mathematical conceptions and their formalization through the construction of a Logo‐based school mathematics curriculum
Celia Hoyles, Richard Noss · International Journal of Mathematical Education in Science and Technology · 1987
This paper discusses the role that we see for Logo programming in the context of school mathematics. It begins by reviewing the state of our knowledge about pupil programming in a mathematical environment. We examine current deficiencies in the curriculum in the light of the potential of Logo, and propose that a key task for mathematics educators is the creation of mathematical ‘microworlds’. It is proposed that any functional definition of a microworld must take account of the learner, the teacher, and the context of the programming activity. The paper concludes with an overview of the implications of this view for curriculum‐based research and teacher education.