Two second-grade students are investigating geometry with Logo. They are working in a TEACH environment in which the turtle-movement commands they enter are not only executed but simultaneously recorded in a procedure (Battista and Clements, in press; Clements 1983-84). During earlier lessons, they had successfully maneuvered the turtle to draw squares of various sizes. For each of these squares, they had used 90-degree turns. When asked how they knew whether a figure was a square, however, neither student had mentioned 90-degree turns.
No takes yet. Share an insight, caveat, or question.
Battista et al. (1991) studied this question.