Hi Shelia,
SK-->I sure hope you get this message. Hey, let me know if you don't. ;-)
      I  didn't but now I do. :*)
SK-->You had mentioned whether or not you should attempt programming in your
SK-->computer course this Fall. I think it is an excellent suggestion given
SK-->the computer set up you have. I would recommend that you use UCBLogo
SK-->written at UC Berkeley by Brian Harvey. It's free and it's available for
SK-->both Mac and PC platforms (and Unix as well, but I doubt you have any
SK-->Unix machines!). If you have an internet account, there is a newsgroup
SK-->comp.lang.logo which Brian Harvey reads and contributes to, so it is
Thanks for the address
My ignorance overwhelms me often, who is Brian Harvey ?
SK-->easy to get lots of help from either the author or other participants.
SK-->(Matter of fact, I'm going to meet Brian next week when I'm up at
SK-->Berkeley for the workshop I'm attending.)
    Oh, he's logo's author ? I hope you enjoy the workshop.
SK-->Searching the web last week for resources for Logo (I'm considering
SK-->starting off my computer course this fall with a brief unit on turtle
SK-->graphics) I found the ULTIMATE Logo resource. It is a site called the
SK-->Logo Foundation. The following text is some of the material I have
I'll check it out tonight.
SK-->quoted from the source which makes persuasive arguments for teaching
SK-->programming, and especially Logo.
SK-->******************(text file Why_Logo.txt follows)******************
SK-->links) can all be found at the Website for
SK-->The Logo Foundation  http://el.www.media.mit.edu/groups/logo-foundation/
Wonderful
SK-->                             Effects and Efficacy
SK-->                                      by
SK-->                   Douglas H. Clements and Julie S. Meredith
SK-->                    State University of New York at Buffalo
SK-->getting help with Logo from him. In brief, Darius moved up to the high
SK-->reading group, skipping the third preprimer. He began completing twice 
s
SK-->much work per day as he had previously. He participated eagerly during
       Don't you think that if it wasn't logo that brought the child
       out, it would have been something else?
SK-->circumstances, or replicable benefits of certain Logo environments? What
      Good question. I'll bet special education has a great role for
      logo if it's actually replicable.
SK-->Much of the literature on Logo has presumed that exposure to math 
concepts
SK-->alone while using Logo increases math achievement. Research on this 
opic
SK-->is inconclusive.
     hmmm don't you just hate that.
SK-->make it possible to explore some math concepts earlier than is currently
SK-->believed.
     That sounds interesting.
SK-->achievement. We don't know, however, whether any type of exposure leads 
to
SK-->increased achievement, as measured by test scores. Some researchers 
report
     Thats what they mean by inconclusive I guess.
SK-->In contrast, exposure alone is not what the developers of Logo had in 
mind
SK-->They intended it to be used as a conceptual framework for learning math. 
A
SK-->students program in Logo, they explore mathematical relationships. They 
pl
SK-->with angles, numbers, and variables. They think about their actions. 
his
SK-->permits them to build up initial ideas and experiences that serve as a
SK-->framework for learning formal mathematics.
          It sounds like it might be a good math application program
SK-->memorize instead of understanding important relationships.
     This sounds very interesting. It makes alot of positive bells and
     whistles go off, mathwise.
SK-->most students do not monitor their own problem solving, from early 
childho
     Mainly because we haven't taught them to, it's fairly recently
     that the importance of metacognition is widely understood.
I'll visit the place tonight, thanks.
Peace
Bob
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