Described is the attempt to identify relationships between pedagogy and student behavior in a mathematical microworld. The patterns of teaching associated with LOGO-based computer activities involving ratio and proportion and the teachers role in helping students bridge the gap between LOGO- and school-mathematics practices are explored. (MDH)

Examined is the cultural impact--both actual and potential--of the computer on children's mathematical education. The ways in which the introduction of the computer does and will change the ambient space in which children learn mathematics is considered. (Author/PK)