Mathematics Education Research Journal 1997, Vol. 9, No. I, 83-99 Learning Mathematics with Technology: Young Children's Understanding of Paths and Measurement Nicola J. Yelland and Jennifer E. Masters Queensland University of Technology Ceo-Logo 1 was designed as an environment to support the learning of geometry. The research reported in this paper concerns the and strategies of children working in one of three gender pairs (girls, boys, and boy/girl) on Ceo-Logo tasks that form a complete curriculum teaching and learning sequence. The case studies presented reveal that the children show a high level of engagement and learning in the Ceo-Logo environment. They engage in complex problem-solving which requires them to integrate previously acquired mathematical knowledge with strategies, in a new and dynamic way. Introduction Logo was originally created to provide a conceptual framework for the development of mathematical ideas. A major feature of the turtle graphics aspect of Logo was related to the fact that it constituted an environment in which young children could use a transitory object (the turtle) to think with and in doing so become the owners and users of a powerful tool which would enhance their thinking skills and empower them to view and use mathematics in new and exciting ways (Papert, 1980). Geo-Logo is a variation of Logo and was designed as an environment to support the learning of geometry which would both promote and encourage active exploration and investigation of concepts. This is also true of all the units that make up the Investigations 2 curriculum, of which it is a part. Geo-Logo enables young children to work with the Logo turtle in ways that are significantly different from the initial versions of Logo. Most noticeably it provides "tools" that assist the learner to operate in the environment. The Geo-Logo screen format allows children to develop code and watch the turtle draw each command as it is typed in a window that is adjacent to the drawing. Additionally, the "teach" tool can be selected to create a procedure once they are satisfied with the code that they have created. There are also features that assist children to create items. For example, a "turtle turner" enables them to measure turns on the screen and a "grid overlay" assists in positioning items which have been developed. 1. Copyright D. H. Clements (1994) Development System Copyright. LCSI. All rights reserved. We would like to acknowledge our appreciation of Douglas Clements for his thoughtful comments and insights on this research. 2. The Investigations curriculum is described in a series of books produced by the Technical Education Research Centers (TERC), and published by Dale Seymour Publications, Palo Alto. The book Turtle Paths (Clements et aI, 1994) is the book for Grade 3 in this series.