The purposes of this study were: 1) to investigate the effects of Logo Based Instruction (LBI) for the cognition of the four fundamental concepts in geometry, and 2) to explore the possibility of integrating the Logo programming language in the geometry curriculum. The regular classroom teacher taught both the experimental and control groups following the treatment plan designed by the researcher. Interviews of sixteen seventh and eighth graders from each group were audio taped. The results showed that the students in the experimental group had a deeper conceptualization of fundamental concepts in geometry. An ANCOVA test applied to the scores of Interview Sheets, and the t-test applied to the gain in van Hiele levels, were significant in favor of the experimental group. These results are encouraging and support the integration of Logo in the geometry curriculum.
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