@phdthesis{discovery10021519,
            note = {Unpublished},
            year = {1994},
           title = {Pupil's approaches to different characterizations of variable in logo.},
          school = {Institute of Education, University of London},
             url = {https://discovery.ucl.ac.uk/id/eprint/10021519/},
          author = {Ursini-Legovich, Sonia.},
        abstract = {This thesis is based on research investigating 12-13 years old pupils' potential to
approach through Logo different characterizations of variable prior to formal algebra
teaching. The characterizations of variable considered are variable as general number,
variables in a functional relationship and variable as specific unknown. Pupils' potential is
defined by their capability to solve a range of specific Logo-based tasks involving one
characterization of variable. During the solution process peer collaboration was
encouraged and support was available from the researcher.
The experimental work consisted of case studies of 6 pairs of pupils over a period of one
year working in three specially designed Logo microworlds each one focussing on one
characterization of variable. The observation of these pupils' work was carried out during
their normal computer time with the researcher acting as the teacher of the whole group
(34 pupils). Special attention was paid to the strategies pupils used to solve the posed
tasks, researcher's interventions, peer collaboration and the influence of the Logo setting.
Data included researcher's notes taken during the observation of pupils' work, pupils'
written records, individual interviews and the responses to a paper and pencil
questionnaire given at the beginning and at the end of the study.
Previous studies of pupils' learning of algebra show that they have difficulties with each
one of the three characterizations of variable whether they are algebra beginners or more
advanced students. Evidence from this study shows that pupils can develop a potential to
work with these characterizations of variable prior to formal algebra teaching. Crucial
elements provoking this development were: the design of the activities appealing to
pupils' prior numeric knowledge; the Logo environment; social interaction between
pupils and with the researcher; the use of communicative and egocentric speech.
The results of this research show that notions that are crucial to the use of variable can
be developed prior to formal algebra teaching. Pupils' arithmetic can provide a basis for
the development of these notions.},
        keywords = {Logo,Algebra education,Lower secondary education,Learning style,Mexico}
}