LOGO and Frieze Patterns.
Kyle Brown · Mathematics in school · 1985
This is an account of a project involving 11-13-year-oldchildren using their experience of LOGO programming to assist them in investigating a mathematical topic. The project was designed to relate the use of LOGO to an activity which might normally find its way into the mathematics syllabus for children in this age range. Indirectly it was also an attempt to address one of the issues raised by the Cockcroft Report. The report not only recognised that computers could be used to assist and improve the teaching of mathematics but also that their availability might change the content of what was taught and the emphasis that might be placed on different topics within the syllabus. If children develop expertise in the use of LOGO and some familiarity with turtle geometry then this may give teachers of mathematics the opportunity to utilise this skill to enhance mathematical understanding. Clearly some topic areas seem more likely to be amenable to this type of treatment than others. Is a greater emphasis on topics which may be easily investigated through LOGO practicable and desirable within the context of a child's wider mathematical education?