The Significance of Nonsignificance
Reynold Redekopp · Journal of Research on Computing in Education · 1989
This paper reviews the research relating Logo, as a programming language, to the learning and teaching of secondary mathematics. The paper makes a clear distinction between Logo used as a programming language, and Logo used in the terms originally put forth by Papert (1980). The main thesis is that research studies in this area often require that the experimental group learn Logo as well as the regular mathematical content that the control group is learning. Thus the Logo group is often learning more. A result of no significant difference can therefore be more important than a casual glance would indicate.