Tijdschrift voor Onderwijsresearch vol:17 issue:1 pages:40-54
Since Papert's book Mindstorms, researchers and practitioners have made a plea for providing pupils with experience in Logo programming. Two arguments have been put forward for using Logo with pupils:
1. Logo provides an ideal tool for the acquisition of mathematical concepts such as variables, recursion, angles etc.;
2. Logo programming leads to the development of general thinking and problem solving skills, that can be transferred to other content domains.
The major goal of the present article is to critically review the research on the effects of Logo on mathematical concept formation on the one hand and on the development of general thinking skills on the other. In both parts of the review, distinction is made between investigations of the first half of the past decade, in which no convincing evidence in favor of the assumed positive cognitive effects was obtained, and more recent work that has resulted in significant positive effects of Logo on the development of mathematical thinking and problem solving in general. Finally, some guidelines for future research are provided.