Describes examples of rational representation as a guide for translating terminology and information encountered in manuals for computers. Discusses four limitations of the representation. (YP)

Discusses the concepts of fractals, fractal dimension, and the generation of fractals in LOGO. Provides diagrams of several fractals and their LOGO programs. Lists eight references. (YP)

Investigated the effect of the choice of a model's medium (algebraic expression or computer program) on the performance of students. Student programers did not transfer the qualities of a computer program approach to their algebraic models. Provides items for five tests. (YP)

Selects five critical elements for success in problem solving in mathematics and in computer programing: general strategy; planning; logical thinking; variables; and debugging. Describes the role of the five elements based on a literature review. Forty-one references are listed. (YP)

Reports on a study designed to further investigate whether structured Logo learning experiences would have a positive influence on student understanding of selected basic geometry concepts. Results indicated more than just one year of Logo instruction would be needed to improve students understanding of simple angle and distance concepts. (TW)

Discusses several ways in which the Logo programming language can be used to experiment with and learn about matrices. Describes procedures for developing a Logo tool to establish a matrix representation, as well as others for adding, subtracting, and transposing. (TW)

Provides several examples of the use of Logo in working with fractions and manipulating vectors. Includes an exercise which deals with the relationship between the two and several exercises which address various problems using different kinds of fractions. (TW)