The effects of the use of the computer language logo on primary children's mathematics

Abstract

This research aims to assess the extent to which LOGO influences the development of children's mathematical problem solving skills. Recent literature in the area of problem solving and mathematics teaching was studied to provide background information which would form the basis for this research. The children and teachers involved were all from schools in Cleveland where emphasis had been made of the importance of good primary practice in computing. To this end, the use of the computer language LOGO played an important role. A programme of work to encourage the children to use LOGO at their own level was designed. Children in the ten plus age range were tested using the Bristol Achievement Test and over a twelve month period, some of the children worked with LOGO and developed their own learning pattern. At the end of that time, all the children were tested again and their test scores were analysed. Their attitude towards mathematics was also evaluated using a Mathematics Attitude Questionnaire. The majority of the children who had worked with LOGO became more independent learners than their peers. They also made a significant improvement to their initial test score. Children who had worked only at the existing maths scheme, not only failed to make significant progress many had actually shown a decline in the scores they obtained.