Post #2

The end of chapter three explained how students can make objects other than squares and triangles. Students discovered how to make flowers, a garden, and birds. Chapter four began by introducing ‘debugging’ and the importance of students learning how to fix or create what they want through turtle geometry. And how students can create stick figures through turtle geometry, but how do you create juggling in turtle geometry? First you need to be able to explain how to juggle in your own terms, and then translate it into LOGO’s. Once into LOGO’s language “tossright” and “tossleft,” make sense. Chapter five is very complete and discusses mathetic principles of Piaget, Newton’s laws of motions, Euclid’s points, Aristotelian ideas, and Einstein. And then the chapter describes dynaturtles, velocity turtles, and acceleration turtles. To having the ability to have multiple Turtles in the LOGO’s program becomes even more complex. Chapter five is to complex with their explanations about “microworlds.” I think it is something that I will need to re-read a few times to understand, better.