Innovation in Practice

Innovation in practice: Learning in a technological environment.

Nicola J. Yelland

Jennifer E. Masters

Queensland University of Technology

Centre for Applied Studies in Early Childhood.

Research in Information Technology in Education group

QUT

Locked Bag No. 2

Red Hill, Q., 4059.

Paper presented at Australian Association for Research in Education,

University of Newcastle, December, 1994.

n.yelland@qut.edu.au

j.masters@qut.edu.au

tel: 07 864 3171

fax:07 864 3989

Abstract

Geo-Logo 1 was designed as an environment to support the learning of

geometry. The research reported in this paper concerns the performance

and strategies of children working in one of three gender pairs (girls,

boys, and boy/girl) in Geo-Logo tasks that form a complete curriculum

teaching and learning sequence. The case studies to be presented

reveal that the children show a high level of engagement and learning

in the Geo-Logo environment. They engage in complex problem-solving

that requires them to integrate previously acquired mathematical

knowledge with strategies, in a new and dynamic way.

Introduction

Logo was originally created to provide a conceptual framework for the

development of mathematical ideas. A major feature of the turtle

graphics aspect of Logo was related to the fact that it constituted an

environment in which young children could use a transitory object (the

turtle) to think with and in doing so become the owners and users of a

powerful tool that would enhance their thinking skills and empower them

to view and use mathematics in new and exciting ways
(Papert, 1980)
.

Geo-Logo is a variation of Logo and was designed as an environment to

support the learning of geometry that would both promote and encourage

active exploration and investigation of concepts. This is also true

of all the units that make up the Investigations 2 curriculum, of which

it is a part. Geo-Logo enables young...