Re: LOGO-L> Questions and problems

[KERRB@Magill.UniSA.edu.au]

From: Chuck Shavit <CShavit@MagicSquare.com>

>I think that students need to feel that the
>computers add value to their math education.

>If you give your class graph paper and rulers, even the slowest students
>will be able to come up quickly with a series of measurements of
>edge/diagonal of squares, and relating that to the Pythagorean formula.

True, but .....
Olga is doing Geometry with Year 7's and computers do add value to that. Some 
of the beautiful artistic designs in Clayson's "Visual Modelling ..." begin 
with polgons that are drawn starting with the turtle in the centre of the 
polygon. He uses trig to draw these.

I would start by showing students the artistic patterns from Clayson as a 
motivator, pointing out that trig can be employed as an art form. That beats 
"maths" anyday!

>And I think that teaching computer programming to kids is a *very*
>important end in itself.  We don't typically try to teach math to student
>at Biology class.  Why should we teach them math at programming class?

well, its unavoidable, but I also see integrated curriculum as desirable 
because its more natural way to learn.

-- Bill Kerr
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