Research on logo: A decade of progress

Computers in the Schools

Volumn 14, Issue 1-2, 1997, Pages 9-46

  Clements, Douglas H ^a   Sarama, Julie ^b  

^a UNIVERSITY AT BUFFALO   (United States)

^b WAYNE STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0012036055     PISSN: 07380569     EISSN: 15287033     Source Type: Journal    
DOI: 10.1300/J025v14n01_02     Document Type: Article

References (156)

1. Assaf, S. A., 1986. The effects of using Logo tunic graphics in teaching geometry on eighth grade students' level of thought, attitudes toward geometry and knowledge of geometry. Dissertation Abstracts International, 46:2952A (University Microfilms No. DA85I2288)
2. Bamberger, H. J., 1985. The effect of Logo (turtle graphics) on the problem solving strategies used by fourth grade children. Dissertation Abstracts International, 46:918A (University Microfilms No. DA8512171)
3. Barker, W. R., Merryman, J. D., and Bracken, J., 1988. Microcomputers, math CAI, Logo, and mathematics education in elementary school:A pilot study. Paper presented at the meeting of I he American Educational Research Association. April1988, New Orleans.
4. Battista, M. T., and Clements, D. H., 1988. A case for a Logo-based elementary school geometry curriculum. Arithmetic Teacher, 36:11–17.
5. Battista, M. T., and Clements, D. H., 1991. Logo geometry, Morristown, NJ:Silver Burdett & Ginn.
6. Billings, L. J., Jr. 1986. Development of mathematical task persistence and problem solving ability in fifth and sixth grade students through the use of Logo and heuristic methodologies. Dissertation Abstracts International, 47:2433A
7. Blumenthal, W., 1986. The effects of computer instruction on low achieving children's academic self-beliefs and performance, Fort Lauderdale, FL:Nova University. Unpublished doctoral dissertation
8. Bowman, B. T., 1985. Computers and young children. Paper presented at the meeting of the National Association for the Education of Young Children. November1985, New Orleans.
9. Brownell, G., 1993. “Preservice teachers in a computer utilization in the classroom course:An overview of four studies”. In Rethinking the roles of technology in education, Edited by:Estes, N., and Thomas, M., 143–145. Cambridge, MA:Massachusetts Institute of Technology.
10. Browning, C. A., Reflections on using Lego(r)TC Logo in an elementary classroom. Proceedings of the Third European Logo Conference. Edited by:Calabrcse, E., pp.173–185. Parma, Italy:Associazione Scuola e Informatics.
11. Bruggeman, J. G., 1986. The effects of modeling and inspection methods upon problem solving in a computer programming course. Dissertation Abstracts International, 47:1821 A (University Microfilms No. DA86I9363)
12. Burns, B., and Hagerman, A., 1989. Computer experience, self-concept and problem-solving:The effects of Logo on children's ideas of themselves as learners. Journal of Educational Computing Research, 5:199–212.
13. Butler, D., and Close, S., 1989. Assessing the benefits of a Logo problem-solving course. Irish Educational Studies, 8:168–190.
14. Campbell, P. F., 1987. Measuring distance:Childrens use of number and unit, College Park, MD:University of Maryland. Final report submitted to the National Institute of Mental Health Under the ADAMHA Small Grant Award Program. (Grant No. MSMA I R03 MH423435–01)
15. Campbell, P. F., Fein, G. G., Scholnick, E. K., Frank, R. E., and Schwartz, S. S., 1986. Initial mastery of the syntax and semantics of Logo positioning commands. Journal of Educational Computing Research, 2:357–377.
16. Carmichael, H. W., Burnett, J. D., Higginson, W. C., Moore, B. G., and Pollard, P. J., 1985. Computers, children and classrooms:A multisite evaluation of the creative use of microcomputers by elementary school children, Toronto, Ontario, Canada:Ministry of Education.
17. Clements, D. H., 1983. Supporting young children's Logo programming. The Computing Teacher, 11(5):24–30. 84
18. Clements, D. H., 1986. Effects of Logo and CAI environments on cognition and creativity. Journal of Educational Psychology, 78:309–318.
19. Clements, D. H., 1987. Longitudinal study of the effects of Logo programming on cognitive abilities and achievement. Journal of Educational Computing Reseutvh, 3:73–94.
20. Clements, D. H., 1990. Metacomponential development in a Logo programming environment. Journal of Educational Psychology, 82:141–149.
21. Clements, D. H., 1991. Enhancement of creativity in computer environments. American Educational Research Journal, 28:173–187.
22. Clements, D. H., and Battista, M. T., 1988. The development of geometric conceptualizations in Logo. Paper presented at the meeting of the International Group for the Psychology in Mathematics Education-North American Chapter. November1988, DeKalb, IL.
23. Clements, D. H., and Battista, M. T., 1989. Learning of geometric concepts in a Logo environment. Journal for Research in Mathematics Education, 20:450–467.
24. Clements, D. H., and Battista, M. T., 1990. The effects of Logo on children's conceptualizations of angle and polygons. Journal for Research in Mathematics Education, 21:356–371.
25. Clements, D. H., and Battista, M. T., 1992a. The development of a Logo-based elementary school geometry curriculum, Buffalo, NY/Kent, OH:State University of New York at Buffalo/Kent State University. (Final Report:NSF Grant No.:MDR-8651668)
26. Clements, D. H., and Battista, M. T., 1992b. “Geometry and spatial reasoning”. In Handbook of research on mathematics teaching and learning, Edited by:Grouws, D. A., 420–464. New York:Macmillan.
27. Clements, D. I. T., and Gullo, D. F., 1984. Effects of computer programming on young children's cognition. Journal of Educational Psychology, 76:1051–1058.
28. Clements, D. H., and Meredith, J. S., 1993. Research on Logo:Effects and efficacy. Journal of Computing in Childhood Education, 4:263–290.
29. Clements, D. H., and Meredith, J. S., 1994. Turtle Math ‘Computer program’, Montreal, Quebec:Logo Computer Systems, Inc. (LCSl).
30. Clements, D., II and Nastasi, B. K., 1985. Effects of computer environments on social-emotional development:Logo and computer-assisted instruction. Computers in the Schools, 2(2–3):11–31.
31. Clements, D. H., and Nastasi, B. K., 1988. Social and cognitive interactions in educational computer environments. American Educational Research Journal, 25:87–106.
32. Clements, D. H., and Nastasi, B. K., 1992a. “Computers and early childhood education”. In Advances in school psychology:Preschool and early childhood treatment directions, Edited by:Gettinger, M., Elliott, S. N., and Kratochwill, T. R., 187–246. Hillsdale, NJ:Lawrence Erlbaum Associates.
33. Clements, D. H., and Nastasi, B. K., 1992b. “The role of social interaction in the development of higher-order thinking in Logo environments”. In Computer-based learning environments and problem solving, Edited by:De Cortc, E., Linn, M. C., Mandl, H., and Verschaffel, L., 229–248. New York:Springer-Vcrlag.
34. Clements, D. H., and Sarama, J., 1995. Design of a Logo environment for elementary geometry. Journal of Mathematical Behavior, 14:381–398.
35. Cope, P., and Simmons, M., 1991. Childrens exploration of rotation and angle in limited Logo microworlds. Computers in Education, 16:133–141.
36. Dalton, D. W., 1985. A comparison of the effects of Logo ami problem-solving strategy instruction on learner achievement, attitude, and problem-solving skills, University of Colorado. Unpublished doctoral dissertation
37. De Corte, E., and Verschaffel, L., 1989. “Logo:A vehicle for thinking”. In New directions in mathematics education, Edited by:Grecr, B., and Mulhern, G., 63–81. London/New York:Routledge.
38. Delclos, V. R., and Burns, S., 1993. Mediational elements in computer programming instruction:An exploratory study. Journal of Computing in Childhood Education, 4:137–152.
39. du Boulay, B., 1986. “Part II:Logo confessions”. In Cognition and computers:Studies in learning, Edited by:Lawler, R., du Boulay, B., Hughes, M., and Macleod, H., 81–178. Chichestcr, England:Ellis Horwood Limited.
40. Edwards, L. D., 1991. Childrens learning in a computer microworld for transformation geometry. Journal for Research in Mathematics Education, 22:122–137.
41. Emihovich, C., and Miller, G. E., 1988. Effects of Logo and CAI on Black first graders' achievement, reflectivity, and self-esteem. 77/e Elementary School Journal, 88:473–487.
42. Enkenberg, J., 1994. Situated programming in a LEGOLogo environment. Computers and Education, 22(1–2):119–28.
43. Feurzeig, W., and Lukas, G., 1971. LOGO-A programming language for teaching mathematics. Educational Technology, 12:39–46.
44. Findlayson, H. M., 1984. What do children learn through using Logo?. Paper presented at the meeting of the British Logo Users Group Conference. September1984, Loughborough, UK. (D.A.I. Research Paper No. 237)
45. Dog, Fire P., 1985. Exciting effects of Logo in an urban public school system. Educational Leadership, 43:45–47.
46. Flake, J. L., 1990. An exploratory study of Lego Logo. Journal of Computing in Childhood Education, 1(3):15–22.
47. Flake, J. L., and Sandon, M. L., 1990. Longitudinal study of mathematics achievement for a technological and experiential based mathematics curriculum. Journal of Computing in Childhood Education, 2(1):55–67.
48. Frazier, M. K., 1987. The effects of Logo on angle estimation skills of 7th graders, Wichita, K.S.:Wichita State University. Unpublished master's thesis
49. Fuys, D., Geddcs, D., and Tischler, R., 1988. The van Hiele model of thinking in geometry among adolescents. Journal for Research in Mathematics Education Monograph,:3
50. Genishi, C., 1988. Kindcrgartners and computers:A case study of six children. 77ie Elementary School Journal, 89:184–201.
51. Genishi, C., Mc CoIlum, P., and Strand, E. B., 1985. Research currents:The interactional richness of children's computer use. Language Arts, 62(5):526–532.
52. Hamada, R. M., 1987. The relationship between learning Logo and proficiency in mathematics. Dissertation Abstracts International, 47:2510A
53. Harel, I., 1991. Children designers, Norwood, NJ:Ablex.
54. Healy, L., Pozzi, S., and Hoyles, C., 1995. Making sense of groups, computers, and mathematics. Cognition and Instruction, 3(4):505–523.
55. Heller, R. S., 1986. “Different Logo teaching styles:Do they really matter”. In Empirical studies of programmers, Edited by:Soloway, E., and Lyengar, S., 117–127. Norwood, NJ:Ablex.
56. Hillel, J., and Kieran, C., 1988. Schemas used by 12-year-olds in solving selected turtle geometry tasks. Recherches en Didactique des Mathemaiiques, 5(1.2):61–103.
57. Hillel, J., and Samuriay, R., 1985. Analysis of a Logo environment for learning the concept of procedures with variable, Montreal:Concordia University. Unpublished manuscript
58. Horner, C. M., and Maddux, C. D., 1985. The effect of Logo on attributions toward success. Computers in the Schools, 2(2–3):45–54.
59. Horton, J., and Ryba, K., 1986. Assessing learning with Logo:A pilot study. The Computing Teacher, 14:24–28. (\)
60. Howard, D. C. P., and Howard, P. A., 1994. Learning technology:Implications for practice. Journal of Technology and Teacher Education, 2(1):17–28.
61. Howell, R. D., Scott, P. B., and Diamond, J., 1987. The effects of “instant” Logo computing language on the cognitive development of very young children. Journal of Educational Computing Research, 3:249–260.
62. Hoyles, C., Healy, L., and Sutherland, R., 1991. Patterns of discussion between pupil pairs in computer and non-computer environments. Journal of Computer Assisted Learning, 7:210–228.
63. Hoyles, C., Healy, L., and Pozzi, S., 1994. Groupwork with computers:An overview of findings. Journal of Computer Assisted Learning, 10:202–215.
64. Hoyles, C., and Noss, R., 1987. Synthesizing mathematical conceptions and their formalization through the construction of a Logo-based school mathematics curriculum. International Journal of Mathematics Education, Science, and Technology', S:581–595.
65. Hoyles, C., and Noss, R., Formalising intuitive descriptions in a parallelogram Logo microworld. Proceedings of the 12th Annual Conference of the International Group for the Psychology of Mathematics Education. Edited by:Borbas, A., pp.417–424. Veszprem, Hungary:International Group for the Psychology of Mathematics Education.
66. Hoyles, C., and Noss, R., 1989. The computer as a catalyst in children's proportion strategies. Journal of Mathematical Behavior, 8:53–75.
67. Hoyles, C., and Sutherland, R., 1986. When 45 equals 60, London, England:University of London Institute of Education, Microwoilds Project.
68. Hughes, M., and Greenhough, P., 1995. Feedback, adult intervention, and peer collaboration in Initial LOGO learning. Cognitiion, 13(4):525–539.
69. Hughes, M., and Macleod, H., 1986. “Part II:Using Logo with very young children”. In Cognition and computers:Studies in learning, Edited by:Lawler, R., du Boulay, B., Hughes, M., and Macleod, I I., 179–219. Chichester, England:Ellis Hor-wood Limited.
70. Johnson, P. A., 1986. Effects of computer-assisted instruction compared to teacher-directed instruction on comprehension of abstract concepts by the deaf, Northern Illinois University. Unpublished doctoral dissertation
71. Johnson-Gentile, K., Clements, D. H., and Ballista, M. T., 1994. The effects of computer and noncomputer environments on students' conceptualizations of geometric motions. Journal of Educational Computing Research, 11:121–140.
72. Kafai, Y. B., 1993. Minds in play:Computer game design as a context for children's learning, Harvard University. Unpublished Doctoral dissertation
73. Kelly, G. N., Kelly, J. T., and Miller, R. B., 1986. Working with Logo:Do 5th and 6th graders develop a basic understanding of angles and distances?. Journal of Computers in Mathematics and Science Teaching, 6:23–27. 87
74. Kieran, C., Logo and the notion of angle among fourth and sixth grade children. Proceedings of Psychology in Mathematics Education 10. pp.99–104. London, England:City University.
75. Kieran, C., Turns and angles:What develops in Logo. Proceedings of the Eighth Annual Psychology in Mathematics Education-North America. Edited by:Lappan, G., Lansing, MI:Michigan State University.
76. Kieran, C., and Hillel, J., 1990. “It's tough when you have to make the triangles angles”:Insights from a computer-based geometry environment. Journal of Mathematical Behavior, 9:99–127.
77. Kieran, C., Hillel, J., and Erlwanger, S., Perceptual and analytical schemes in solving structured turtle geometry tasks. Proceedings of the Second Logo and Mathematics Educators Conference. Edited by:Hoyles, C., Noss, R., and Sutherland, R., pp.154–161. London, England:University of London.
78. King, A., 1989. Verbal interaction and problem-solving within computer-assisted cooperative learning groups. Journal of Educational Computing Research, 5:1–15.
79. Kinzer, C., Littlefield, J., Delclos, R-V., and Bransford, J. D., 1985. Different Logo learning environments and mastery:Relationships between engagement and learning. Computers in the Schools, 2(2–3):33–43.
80. Klahr, D., and Carver, S. M., 1988. Cognitive objectives in a LOGO debugging curriculum:Instruction, learning, and transfer. Cognitive Psychology, 20:362–404.
81. Kull, J. A., 1986. “Learning and Logo”. In Young children and microcomputers, Edited by:Campbell, G. F., and Fein, G. G., 103–130. Englewood Cliffs, NJ:Prentice-Hall.
82. Kurland, D. M., Pea, R. D., Clement, C., and Mawby, R., 1986. A study of the development of programming ability and thinking skills in high school students. Journal of Educational Computing Research, 2:429–458.
83. Kynigos, C., 1992. “The turtle metaphor as a tool for children's geometry”. In Learning mathematics and Logo, Edited by:Hoyles, C., and Noss, R., 97–126. Cambridge, MA:MIT Press.
84. Lawler, R. W., 1986. “Part I. Natural learning:People, computers and everyday number knowledge”. In Cognition and computers:Studies in learning, Edited by:Lawler, R., du Boulay, B., Hughes, M., and Macleod, H., 9–80. Chichester, England:Ellis Horwood.
85. Lee, M. J., 1990. Effects of different loci of instructional control on students' metacognition and cognition:Learner vs. program control, ERIC Document Reproduction Service No. ED 323 938
86. Lehrer, R., and de Beinard, A., 1987. Language of learning and language of computing:The perceptual-language model. Journal of Educational Psychology, 79:41–48.
87. Lehrer, R., Guckenbcrg, T., and Lee, O., 1988. Comparative study of the cognitive consequences of inquiry-based Logo instruction. Journal of Educational Psychology, 80:543–553.
88. Lehrer, R., Haickham, L. D., Archer, P., and Pruzek, R. M., 1986. Microcomputer-based instruction in special education. Journal of Educational Computing Research, 2:337–355.
89. Lehrer, R., and Randle, L., 1986. Problem solving, metacognition and composition:The effects of interactive software for first-grade children. Journal of Educational Computing Research, 3:409–427.
90. Lehrer, R., Randle, L., and Sancilio, L., 1989. Learning pre-proof geometry with Logo. Cognition and Instruction, 6:159–184.
91. Lehrer, R., and Smith, P., 1986a. Logo learning:is more better?. Paper presented at the meeting of the American Educational Research Association. April1986a, San Francisco.
92. Lehrer, R., and Smith, P. C., 1986b. Logo learning:Are two heads better than one?. Paper presented at the meeting of the American Educational Research Association. April1986b, San Francisco, CA.
93. LcWintcr, B. W., 1986. A study of the influence of Logo on locus of control, attitudes toward mathematics, and problem-solving ability in children in grades 4, 5, 6. Dissertation Abstracts International, 47:1640A (University Microfilms No. DA8616959)
94. Liao, Y.-K., and Bright, G. W., Computer programming and problem solving abilities:A meta-analysis. Proceedings of the National Educational Computing Conference. Edited by:Ryan, W. C., pp.10–17. Eugene, OR:International Council on Computers for Education.
95. Littlefield, J., Delclos, V. R., Lever, S., Clayton, K. N., Bransford, J. D., and Franks, J. J., 1988. “Learning Logo:Method of teaching, transfer of general skills, and attitudes toward school and computers”. In Teaching and learning computer programming:Multiple research perspectives, Edited by:Mayer, R., 111–135. Hillsdale, NJ:Erlbaum.
96. McCoy, L. P., 1996. Computer-based mathematics learning. Journal of Research on Computing in Education, 25:438–460.
97. Michayluk, J. O., Saklofske, D. H., and Yackulic, R. A., 1984. Logo. Paper presented at the meeting of the CAP Convention. June1984, Ottawa, Ontario.
98. Miller, G. E., and Emihovicli, C., 1986. The effects of mediated programming instruction on preschool children's self-monitoring. Journal of Educational Computing Research, 2(3):283–297.
99. Miller, R. B., Kelly, G. N., and Kelly, I. T., 1988. Effects of Logo computer programming experience on problem solving and spatial relations ability. Contemporary Educational Psychology, 13:348–357.
100. Milner, S., 1973. The effects of computer programming on performance in mathematics. Paper presented at the meeting of the American Educational Research Association. February1973, New Orleans, LA. (ERIC Document Reproduction Service No. ED 076 391)
101. Milojkovic, J. D., 1984. Children learning computer programming:Cognitive and motivational consequences. Dissertation Abstracts International, 45:3858 (University Microfilms No. 84–08330)
102. Mitterer, J., and Rose-Drasnor, L., 1986. LOGO and the transfer of problem solving:An empirical test. The Alberta Journal of Educational Research, 32:176–194.
103. Moreira, C., and Noss, R., The teacher's view of Logomaths. Proceedings of the Sixth International Conference for Logo and Mathematics Education. Edited by:Dawson, S., and Zazkis, R., pp.27–50. Vancouver, B.C, Canada:Simon Fraser University.
104. Moreira, C., and Noss, R., 1995. Understanding teachers' attitudes to change in a Logo mathematics environment. Educational Studies in Mathematics, 25(2):155–76.
105. Nastasi, B. K., and Clements, D. H., 1992. Social-cognitive behaviors and higher-order thinking in educational computer environments. Learning and Instruction, 2:215–238.
106. Nastasi, B. K., and Clements, D. H., 1993. Motivational and social outcomes of cooperative education environments. Journal of Computing in Childhood Education, 4(1):15–43.
107. Nastasi, B. K., and Clements, D. H., 1994. Effectance motivation, perceived scholastic competence, and higher-order thinking in two cooperative computer environments. Journal of Educational Computing Research, 10:249–275.
108. Nastasi, B. K., Clements, D. H., and Battista, M. T., 1990. Social-cognitive interactions, motivation, and cognitive growth in Logo programming and CAI problem-solving environments. Journal of Educational Psychology, 82:150–158.
109. Nelson, G. T., 1986. Development of fourth-graders' concept of literal symbols through computer-oriented problem-solving activities. Dissertation Abstracts International, 47:2607A (University Microfilms No. DA8526359)
110. Nichols, L. M., 1992. The influence of student computer-ownership and in-home use on achievement in an elementary school computer programming curriculum. Journal of Educational Computing Research, 8(4):407–21.
111. Noss, R., 1985. Creating a mathematical environment through programming:A study of young children learning Logo, London, England:Chelsea College, University of London. Unpublished doctoral dissertation
112. Noss, R., 1987. Children's learning of geometrical concepts through Logo. Journal for Research in Mathematics Education, 18:343–362.
113. Noss, R., and Hoyles, C., 1992. “Afterword:Looking back and looking forward”. In Learning mathematics and Logo, Edited by:Hoyles, C., and Noss, R., 427–468. Cambridge, MA:MIT Press.
114. Olive, J., 1991. Logo programming and geometric understanding:An in-depth study. Journal for Research in Mathematics Education, 22:90–111.
115. Olive, J., Lankenau, C. A., and Scally, S. P., 1986. “Teaching and understanding geometric relationships through Logo:Phase II”. In interim Report:The Atlanta- Emory Logo Project, Atlanta, GA:Emory University.
116. Olson, A. T., Kieren, T. E., and Ludwig, S., 1987. Linking Logo, levels, and language in mathematics. Educational Studies in Mathematics, 18:359–370.
117. Ortiz, E., and Miller, D., 1991. A Logo vs. a textbook approach in teaching the concept of variable. Paper presented at the meeting of the National Council of Teachers of Mathematics. April1991, New Orleans, LA.
118. Papeit, S., 1980a. Mimlstorms:Children, computers, and powerful ideas, New York:Basic Books.
119. Papert, S., 1980b. “Teaching children thinking:Teaching children to be mathematicians vs. teaching about mathematics”. In The computer in the school:Tutor, tool, tutee, Edited by:Taylor, R., 161–196. New York:Teachers College Press.
120. Piaget, J., and Inhelder, B., 1967. The child's conception of space, New York:W. W. Norton.
121. Plourde, R. R., 1987. The insignificance of Logo-Stop “mucking around” with computers. Micro-Scope, December:30–31.
122. Poulin-Dubois, D., McGilly, C. A., and Shultz, T. R., 1989. Psychology of computer use:The effect of learning Logo on children's problem-solving skills. Psychological Reports, 64:1327–1337.
123. Reed, W. M., Paiumbo, D. B., and Stolar, A. L., 1988. The comparative effects of BASIC and Logo instruction on problem-solving skills. Computers in the Schools, 4:105–118.
124. Reimer, G., 1985. Effects of a Logo computer programming experience on readiness for first grade, creativity, and self concept:A pilot study in kindergarten. AEDS Monitor, 23(7–8):8–12.
125. Resnick, M., 1988. LEGO, Logo, and design. Children's Environments Quarterly, 5(4):14–18.
126. Resnick, M., 1990. Multilogo:A study of children and concurrent programming. Interactive Learning Environments,:153–170.
127. Rieber, L. P., 1987. Logo and its promise:A research report. Educational Technology, February:12–16.
128. Robinson, M. A., Gilley, W. R., and Uhlig, G. E., 1988. The effects of guided discovery Logo on SAT performance of first grade students. Education, 109:226–230.
129. Robinson, M. A., and Uhlig, G. E., 1988. The effects of guided discovery Logo instruction on mathematical readiness and visual motor development in first grade students. Journal of Human Behavior and Learning, 5:1–13.
130. Roblycr, M. D., Castine, W. H., and King, F. J., 1988. Assessing the impact of computer-based instruction:A review of recent research, New York:The Haworth Press, Inc.
131. Salem, J. R., 1989. Using Logo and BASIC to teach mathematics to fifth and sixth graders. Dissertation Abstracts International, 50:1608A (University Microfilms No. DA8914935)
132. Sarama, J., 1995. Redesigning Logo:The turtle metaphor in mathematics education, Buffalo:State University of New York. Unpublished doctoral dissertation
133. Sarama, J., Clements, D., and Henry, J. J., 1996. Network of influences in an implementation of a mathematics curriculum innovation, Detroit, Ml:Wayne State University.
134. Schoenfeld, A. H., 1985. “Melacognitive and epistemological issues in mathematical understanding”. In Teaching and learning mathematical problem solving:Multiple research perspectives, Edited by:Silver, E. A., 361–379. Hillsdale, NJ:Erlbaum.
135. Siann, G., and Macleod, H., 1986. Computers and children of primary school age:Issues and questions. British Journal of Educational Technology, 17:133–144.
136. Silverman, N. S., 1990. Logo and underachievers, University of the Virgin Islands. Unpublished master's thesis
137. St. Paul Public Schools. 1985. Logo studies, St. Paul, MN:Author.
138. Studyvin, D., and Moninger, M., 1986. Logo as an enhancement to critical thinking. Paper presented at the meeting of the Logo 86 Conference. July1986, Cambridge, MA.
139. Sutherland, R., 1987. What are the links between variable in Logo and variable in algebra?, London, England:University of London Institute of Education. Unpublished manuscript
140. Swan, K., 1991. Programming objects to think with:Logo and the teaching and learning of problem solving. Journal of Educational Computing Research, 7(1):89–112.
141. Swan, K., and Black, J. B., 1989. Logo programming, problem solving, and knowledge-based instruction, Albany, NY:University of Albany. Unpublished manuscript
142. Swan, K., and Mitrani, M., 1993. The changing nature of teaching and learning in computer-based classrooms. Journal of Research on Computing in Education, 25(1):40–54.
143. Tan, L. E., 1985. Computers in pre-school education. Early Child Development and Care, 19:319–336.
144. Tanner, H., 1992. Developing the use of IT within mathematics through action research. Computers and Education, 18(1-2):143–48.
145. Tracy, D. M., and Williams, M. A., 1990. Fifth and sixth grade German students learn turtle Logo:A pilot study. Journal of Computing in Childhood Education,:55–66.
146. Vaidya, S., and McKeeby, J., 1984. Computer turtle graphics:Do they affect children's thought processes?. Educational Technology, September:46–47.
147. van Hiele, P. M., 1986. Structure and insight, Orlando:Academic Press.
148. Watson, J. A., Lange, G., and Brinklcy, V. M., 1992. Logo mastery and spatial problem-solving by young children:Effects of Logo language training, route-strategy training, and learning styles on immediate learning and transfer. Journal of Educational Computing Research, 8:521–540.
149. Weir, S., 1992. “LEGO-Logo:A vehicle for learning”. In Learning mathematics and Logo, Edited by:Hoyles, C., and Noss, R., 165–190. Cambridge, MA:MIT Press.
150. Wiburg, A. A., 1987. The effect of different computer-bused learning environments on fourth grade students' cognitive abilities, San Diego, CA:United States International University. Unpublished doctoral dissertation
151. Wiburg, K. M., 1989. Does programming deserve a place in the school curriculum?. The Computing Teacher, 17(2):8–11.
152. Wilson, D., and Lavelle, S., 1992. Effects of Logo and computer-aided instruction on arithmetical ability among 7- and 8-year-old Zimbabwean children. Journal of Computing in Childhood Education, J(1):85–91.
153. Yelland, N., 1994. A case study of six children learning with Logo. Gender and Education, 6:19–33.
154. Yelland, N., 1995. Mindstorms or a storm in a teacup? A review of research with Logo. International Journal of Mathematics Education, Science, and Technology, 2(56):853–869.
155. Young, R. D., 1986. An analysis of initial learning of two Logo programming languages and the influence of student characteristics on programming ability. Dissertation Abstracts International, 47:2448A
156. Yusuf, M. M., 1994. Mathematics instruction with Logo tutorials and activities. Paper presented at the meeting of the American Educational Research Association. April1994, New Orleans, LA.