By Douglas H Clements
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Extra info for Logo and geometry (Journal for research in mathematics education)
Because these arecriterion-referencedassessmentswithoutcontrolgroup,pre-post,or grade-levelcomparisons, only brief conclusions from all tests are presented. LG studentswere individuallyinterviewedthreetimes;beforebeginning the curriculummaterials,afterthe completionof the Shapesstrand(calledthe interiminterviewin this report),and afterthe completionof the entirecurriculum. These will be describedand illustratedas they are discussed in the results. Case Studies. In selected classrooms, the work of a pair of interview students was studiedintensely.
These will be describedand illustratedas they are discussed in the results. Case Studies. In selected classrooms, the work of a pair of interview students was studiedintensely. The pairwas videotapedand observedduringalmostevery class session. Videotapeswere transcribedand interpretedin relationto the goals of the LG curriculum. Projectstaff visited classroomson a regularbasis. As they observedthe lessons, they focused theirobservationson interview students. They took field notes that were transcribedafter the session.
Robbie: Interviewer:Would it be a square,too? ]I thinkmay ... 'Cause if you make a square,you wouldn't go 10 up, then you tur and it would be 9 this way, and turnand 10 this way. That's not a square. As this episode indicates, the Logo microworlds proved to be evocative in generating thinking about the similarities and differences of squares and rectangles but, for these kindergartners, did not evoke classificatory responses. We next turn to observations in an intermediate-grade classroom. After participating in the paths unit of LG, both Jeremy and Jonathan, fifth graders who were paired with each other, evinced concepts of rectangle and square that reflected this experience with paths, but these concepts were otherwise relatively unelaborated.