The Effect of Logo (Turtle Graphics) on the Problem Solving Strategies Used by Fourth Grade Children
The Effect of Logo (Turtle Graphics) on the Problem Solving Strategies Used by Fourth Grade Children
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Date
1984
Authors
Bamberger, Honi Joyce
Advisor
Johnson, Martin L.
Citation
Abstract
The major purpose of this study was to determine
the effect of learning the programming language Logo on
the problem solving strategies used by fourth grade
children while they solved mathematical word problems
without a computer. A secondary purpose was to
investigate whether children who had learned to program
with Logo would regard mathematics more favorably as
measured by a mathematics attitude survey.
This eleven-week study was designed to teach
Terrapin Logo (Turtle Graphics) to 15 out of a total of
30 fourth grade children. The study compared the
audiotaped and written responses to a four-question
problem solving posttest to determine which strategies
were used by each group and whether the Logo group
applied the strategies that they had been taught during
their programming experience when solving non-computer
problems. The Logo curriculum, written by the
investigator, focused on teaching children the basic
commands of the language while stressing the need to
plan a procedure before beginning it, breaking a large
idea into more manageable parts, guessing and then
checking work and finally checking over the finished
product. Some group instruction occurred, but
individual or paired instruction was emphasized.
Guided discovery ensured that strategies were being
used and commands correctly applied. The statistical
analysis consisted of computing means and standard
deviations on individuals' attitude responses and a
t-test was performed on these means. Chi-square
critical values were computed for the process coding
sequence, as well as t values.
The following results were obtained from the study:
1. On the attitude measure significant
differences were found only between the
experimental and control groups on their
general attidude toward school.
2. Statistically significant differences occurred
on several posttest problems using the
strategies of checking and looking back, as
well as making an error and then immediately
correcting it.
The investigator concluded that the strategies of
checking and looking back over one's work and
correcting an error were transferred by the
experimental group when solving noncomputer word
problems. Several important factors may have
contributed to the lack of significant differences
elsewhere. Among them are 1) short duration of the
study, 2) confusion over application of computer
strategies to mathematical problems, 3) limitations of
process coding sequence, and 4) population size.