This study investigated whether there were significant differences in understanding the concept of variable and in attitudes toward mathematics among sixth-grade students (n = 89) who used a Logo graphics approach, students who used a textbook-based approach, and students who received no instruction on the concept of variable. A posttest of variable understanding (UCVI) was administered immediately and three weeks after instruction was completed. In addition, the Robustness Semantic Differential (an attitudinal survey) was given at the end of the instructional treatment. For the UCVI immediate test, the Logo group scored higher (p < .01) than the control group, but there was no significant difference between the Logo and the textbook groups. However, for the UCVI delayed retention test, the Logo group scored significantly higher (p < .01) than both the textbook and control groups. Analysis of the attitudinal survey indicated students had more positive attitudes toward computer-related aspects of instruction.
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