000			03349nam a2200517 i 4500
001			6267494
003			IEEE
005			20220712204721.0
006			m o d
007			cr |n|||||||||
008			151223s1992 maua ob 001 eng d
010			_z 91033382 (print)
020			_z9780262082075 _qprint
020			_a9780262290883 _qelectronic
020			_z0262082071 _qprint
035			_a(CaBNVSL)mat06267494
035			_a(IDAMS)0b000064818b4508
040			_aCaBNVSL _beng _erda _cCaBNVSL _dCaBNVSL
050		4	_aQA20.C65 _bL43 1992eb
082	0	0	_a510/.285/5262 _220
245	0	0	_aLearning mathematics and Logo / _cedited by Celia Hoyles and Richard Noss.
264		1	_aCambridge, Massachusetts : _bMIT Press, _cc1992.
264		2	_a[Piscataqay, New Jersey] : _bIEEE Xplore, _c[1992]
300			_a1 PDF (xxi, 483 pages) : _billustrations.
336			_atext _2rdacontent
337			_aelectronic _2isbdmedia
338			_aonline resource _2rdacarrier
490	1		_aExploring with Logo
504			_aIncludes bibliographical references and index.
506	1		_aRestricted to subscribers or individual electronic text purchasers.
520			_aThese original essays summarize a decade of fruitful research and curriculum development using the LISP-derived language Logo. They discuss a range of issues in the areas of curriculum, learning, and mathematics, illustrating the ways in which Logo continues to provide a rich learning environment, one that allows pupil autonomy within challenging mathematical settings.Essays in the first section discuss the link between Logo and the school mathematics curriculum, focusing on the ways in which pupils' Logo activities relate to and are influenced by the ideas they encounter in the context of school algebra and geometry.In the second section the contributions take up pedagogical styles and strategies. They tackle such cognitive and metacognitive questions as, What range of learning styles can the Logo setting accommodate? How can teachers make sense of pupils' preferred strategies? And how can teachers help students to reflect on the strategies they are using?Returning to the mathematical structures, essays in the third section consider a variety of mathematical ideas, drawing connections between mathematics and computing and showing the ways in which constructing Logo programs helps or does not help to illuminate the underlying mathematics.Celia Hoyles; is Professor of Mathematics Education at the Institute of Education, University of London, where Richard Noss is Chair of the Department of Mathematics, Statistics, and Computing.
530			_aAlso available in print.
538			_aMode of access: World Wide Web
588			_aDescription based on PDF viewed 12/23/2015.
650		0	_aMathematics _xComputer-assisted instruction. _923101
650		0	_aLOGO (Computer program language) _921484
655		0	_aElectronic books. _93294
700	1		_aHoyles, Celia, _d1946- _923102
700	1		_aNoss, Richard _923103
710	2		_aIEEE Xplore (Online Service), _edistributor. _923104
710	2		_aMIT Press, _epublisher. _923105
776	0	8	_iPrint version _z9780262082075
830		0	_aExploring with Logo _923106
856	4	2	_3Abstract with links to resource _uhttps://ieeexplore.ieee.org/xpl/bkabstractplus.jsp?bkn=6267494
942			_cEBK
999			_c73148 _d73148