LOGO-L> Re: DIST and Math

Quote:

> Yehuda Katz writes:

> > Hello Turtlers,

> > Recently I proposed a class-activity (see: 4-sided polygons). I want to

> > propose here a family of activities, which suits students of various

> > math (mainly geometry) levels.

> > Here are 2 sample problems:

[...]

Quote:

>Chuck Shavit writes:

> Anyway, I do not mean to be provocative -- I am asking the following

> question out of genuine interest. What do the Logo-L readers think about

> the value of teaching math (or supplementing conventional math teaching)

> via experimenting with Logo? Having the students actually measure the

> diagonals of several squares with a ruler is surely a great way to

> introduce them to subject, but with Logo they rely on some mysterious DIST.

> We all know that DIST computes its value using the Pythagorean formula,

> and it does not actually measure distance. So it is not replacing the

> ruler. It shows that when one applies the Pythagorean formula to the

> diagonal of a square, one gets a number which is 1.41... (and not sqrt(2))

> times the side. How is that number related to the actual distance?

> Thanks,

> Chuck Shavit

I have a little experiences with Math and Logo, but I'd like to

share one episode that surprised me. Some time ago I proposed my 8th

graders (boys and girls of 13) to compare nearly the same way the

length of a circle and it's diameter. It turned out, only few of them

heard about PI. Even after they have got something about 3.14 for

very different circles, they couldn't formulate the general

conclusion. Some of them even didn't notice it.

I see in Yehuda's post the idea of making systematical investigation

of the geometrical shapes, so that children could observe and

generalize the results of their experiments.

Regards,

Olga.

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