Abstract
For almost a year now, we have been teaching Logo to four- and five-year-old children at the Drexel Early Childhood Center (DECC). The goal is to provide DECC children with new ways of discovering knowledge of mathematics, reading, and problem solving, ultimately enhancing their intellectual development while experiencing the joy of learning. While helping the children accomplish their Logo projects, we find that they have several conceptual problems while working with Logo. This article provides a detailed description of the major conceptual problems we have encountered consistently with most of the DECC children and some of the solutions we have invented to the problems. The observations are interpreted within a theoretical framework. Future implications are discussed.
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