caa a22 4500 467997314 CHVBK 20180323112600.0 cr unu---uuuuu 170328e19900801xx s 000 0 eng 10.1007/BF00304265 doi (NATIONALLICENCE)springer-10.1007/BF00304265 Fragile knowledge of angle in turtle geometry [Elektronische Daten] [Malcolm Simmons, Peter Cope] This paper describes an investigation into how the use of Logo affects children's basic knowledge of angle. It shows that teachers should not assume that unstructured use of Logo with a minimum of teacher intervention will have a beneficial effect on children's knowledge of angle and how it is measured. It appears to be the case that children make erroneous adjustments to their conceptual knowledge of angle in order to accommodate the results of an acquired procedural interaction with the computer. Kluwer Academic Publishers, 1990 Simmons Malcolm Department of Education, University of Stirling, FK9 4LA, Stirling, Scotland aut Cope Peter Department of Education, University of Stirling, FK9 4LA, Stirling, Scotland aut Educational Studies in Mathematics Kluwer Academic Publishers 21/4(1990-08-01), 375-382 0013-1954 21:4<375 1990 21 10649 https://doi.org/10.1007/BF00304265 text/html Onlinezugriff via DOI 1 brief-communication jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF00304265 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Simmons Malcolm Department of Education, University of Stirling, FK9 4LA, Stirling, Scotland aut NATIONALLICENCE 700 1- Cope Peter Department of Education, University of Stirling, FK9 4LA, Stirling, Scotland aut NATIONALLICENCE 773 0- Educational Studies in Mathematics Kluwer Academic Publishers 21/4(1990-08-01), 375-382 0013-1954 21:4<375 1990 21 10649 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer