Connecting theory and practice: Results from the teaching of Logo

Abstract This paper is concerned with pupils' learning of the concept of variable in the Logo programming environment and how this relates to teaching. Results from three research projects are described and compared in a discussion of how improvements in learning have been influenced by a refin...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Sutherland, Rosamund [verfasserIn]

Format:	Artikel
Sprache:	Englisch

Erschienen:	1993

Schlagwörter:	Mathematics Education Teaching Method Programming Environment Teaching Approach Logo Programming

Anmerkung:	© Kluwer Academic Publishers 1993

Übergeordnetes Werk:	Enthalten in: Educational studies in mathematics - Kluwer Academic Publishers, 1968, 24(1993), 1 vom: März, Seite 95-113
Übergeordnetes Werk:	volume:24 ; year:1993 ; number:1 ; month:03 ; pages:95-113

Links:	Volltext

DOI / URN:	10.1007/BF01273296

Katalog-ID:	OLC2027730508

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allfields	10.1007/BF01273296 doi (DE-627)OLC2027730508 (DE-He213)BF01273296-p DE-627 ger DE-627 rakwb eng 370 510 VZ 17,1 ssgn Sutherland, Rosamund verfasserin aut Connecting theory and practice: Results from the teaching of Logo 1993 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Kluwer Academic Publishers 1993 Abstract This paper is concerned with pupils' learning of the concept of variable in the Logo programming environment and how this relates to teaching. Results from three research projects are described and compared in a discussion of how improvements in learning have been influenced by a refinement in teaching method. This refinement has been influenced, in part, by the theories of Vygotsky. Within this paper, details of the changes in teaching approach are described together with a discussion of the effects of these changes. The main conclusion drawn is that in mathematics education we need to make more explicit the underlying theories influencing our work, because these theories influence both the ways in which we work in the classroom and the ways in which we analyse our data. Mathematics Education Teaching Method Programming Environment Teaching Approach Logo Programming Enthalten in Educational studies in mathematics Kluwer Academic Publishers, 1968 24(1993), 1 vom: März, Seite 95-113 (DE-627)129882585 (DE-600)300213-5 (DE-576)015178595 0013-1954 nnns volume:24 year:1993 number:1 month:03 pages:95-113 https://doi.org/10.1007/BF01273296 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-MAT SSG-OPC-MAT GBV_ILN_20 GBV_ILN_21 GBV_ILN_22 GBV_ILN_24 GBV_ILN_31 GBV_ILN_40 GBV_ILN_60 GBV_ILN_70 GBV_ILN_110 GBV_ILN_120 GBV_ILN_131 GBV_ILN_147 GBV_ILN_754 GBV_ILN_2005 GBV_ILN_2010 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2031 GBV_ILN_2039 GBV_ILN_2088 GBV_ILN_4036 GBV_ILN_4082 GBV_ILN_4126 GBV_ILN_4305 GBV_ILN_4310 GBV_ILN_4315 GBV_ILN_4318 GBV_ILN_4325 AR 24 1993 1 03 95-113
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title_full	Connecting theory and practice: Results from the teaching of Logo
author_sort	Sutherland, Rosamund
journal	Educational studies in mathematics
journalStr	Educational studies in mathematics
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author_browse	Sutherland, Rosamund
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doi_str_mv	10.1007/BF01273296
dewey-full	370 510
title_sort	connecting theory and practice: results from the teaching of logo
title_auth	Connecting theory and practice: Results from the teaching of Logo
abstract	Abstract This paper is concerned with pupils' learning of the concept of variable in the Logo programming environment and how this relates to teaching. Results from three research projects are described and compared in a discussion of how improvements in learning have been influenced by a refinement in teaching method. This refinement has been influenced, in part, by the theories of Vygotsky. Within this paper, details of the changes in teaching approach are described together with a discussion of the effects of these changes. The main conclusion drawn is that in mathematics education we need to make more explicit the underlying theories influencing our work, because these theories influence both the ways in which we work in the classroom and the ways in which we analyse our data. © Kluwer Academic Publishers 1993
abstractGer	Abstract This paper is concerned with pupils' learning of the concept of variable in the Logo programming environment and how this relates to teaching. Results from three research projects are described and compared in a discussion of how improvements in learning have been influenced by a refinement in teaching method. This refinement has been influenced, in part, by the theories of Vygotsky. Within this paper, details of the changes in teaching approach are described together with a discussion of the effects of these changes. The main conclusion drawn is that in mathematics education we need to make more explicit the underlying theories influencing our work, because these theories influence both the ways in which we work in the classroom and the ways in which we analyse our data. © Kluwer Academic Publishers 1993
abstract_unstemmed	Abstract This paper is concerned with pupils' learning of the concept of variable in the Logo programming environment and how this relates to teaching. Results from three research projects are described and compared in a discussion of how improvements in learning have been influenced by a refinement in teaching method. This refinement has been influenced, in part, by the theories of Vygotsky. Within this paper, details of the changes in teaching approach are described together with a discussion of the effects of these changes. The main conclusion drawn is that in mathematics education we need to make more explicit the underlying theories influencing our work, because these theories influence both the ways in which we work in the classroom and the ways in which we analyse our data. © Kluwer Academic Publishers 1993
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title_short	Connecting theory and practice: Results from the teaching of Logo
url	https://doi.org/10.1007/BF01273296
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up_date	2024-07-03T16:31:08.326Z
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