This project will conduct a 15-month exploratory research effort to examine the feasibility of working with experienced LOGO teachers as collaborative researchers in their own classrooms, to define critical aspects of LOGO learning, and to develop a methodology for assessing and enhancing critical aspects of LOGO learning in elementary classrooms, grades 4-6. The Principal Investigators plan to accomplish the following specific tasks: 1.To develop a well-defined set of approximately ten critical aspects of LOGO learning, articulated in developmental sequences informed by observations in elementary classrooms, grades 4 - 6. 2.To develop a draft set of observation, data collection, and enhancement techniques, suitable for use by classroom teachers, with respect to these critical aspects of LOGO learning. 3.To develop and document a methodology of teacher/research seminars designed to enable practicing teachers to observe, enhance and report on critical aspects of LOGO learning in their own classrooms. 4.To conduct a preliminary study of the professional development of participating teachers, as the basis for a testable plan for teacher enhancement, using the research seminar methodology developed by this project. 5.To develop a plan for the next phase of development of a guidebook for teachers on observing, assessing and enhancing critical aspects of LOGO learning in their classrooms, and for the development of any other educational materials needed to use this approach with less experienced LOGO teachers. 6.To develop a plan for further research based on these methods, in the areas of teacher development and student mathematical learning. The potential of LOGO as a tool for teaching and learning mathematical (numerical and geometrical) problem solving is vast but unrealized in elementary school classrooms. This exploratory research holds high salience for the Research in Teaching and Learning Program in its effort to generate knowledge of high utility for the development of programs and materials of national significance for teacher education. Because the propotype teacher education materials and strategies being developed have potential for national utility, the project is co-funded by the Instruc-tional Materials Development Program. The Principal Investigators have extensive experience with teaching LOGO. They are well-qualified to conduct this project and will be assisted by a distinguished groups of LOGO research experts.
