Project Website 

A description of the software
Turtle Math (grades 1 to 8, despite packaging) is a substantially enhanced version of the Logo computer language, plus a set of 72 activities (each including software, teacher lessons, and student activity sheets). Turtle Math is tailored specifically for investigations in geometry as well as other mathematical topics. It was designed based on classroom experience and years of research. Basic ideas in elementary geometry are lines and angles-and the turns that make the angles. Using Turtle Math, students give mathematically-oriented computer commands to create lines, angles, and shapes. This helps them analyze visual figures and figure out how their parts fit together. Learning geometric and spatial ideas such as these is critical, according to the National Council of Teachers of Mathematics (Curriculum and Evaluation Standards for School Mathematics, 1989). The benefits of Turtle Math, however, go beyond learning geometry. Geometric models are critical for understanding numbers (number lines, multibase blocks), fractions, statistics, and other topics in mathematics as well as other subjects. In a similar vein, Turtle Math investigations integrate many mathematical topics from mathematics and other subjects into Turtle Math's geometric setting. For example, to find "missing measures" in Turtle Math pictures, students apply addition and subtraction meaningfully. Even though some investigations are named "number and arithmetic" investigations, investigations in all sections develop and exercise students' number skills. Turtle Math won the Technology & Learning Software of the Year award in 1995 in the category "Math."

URL's can provide some information:

http://el.www.media.mit.edu/groups/logo-foundation/software.html

http://www.microworlds.com/solutions/math.html

However, we have found that the best deal is from 3 national groups: Fast Track 800-927-3936, Educational Resources 800-624-2926, and Learning Services 800-877-3278.

Second, for the Investigations software, the contact information is:

The best URL is:http://web1.terc.edu/investigations/

Or contact: Dale Seymour Publications 10 Bank Street White Plains, NY 10606 Wk: (800) 237-3142 Fx: (914) 997-2192

Resource Curriculum Materials

ALL the curricular units include the software in the back. Here is a description of the material.

1. Russell, S. J., Clements, D. H., & Sarama, J. (1998). Quilt squares and block towns. Menlo Park, CA: Dale Seymour Publications. (238 pages)

2. Economopoulos, Karen, Joan Akers, Douglas H. Clements, Anne Goodrow, Jerrie Moffet, and Julie Sarama. (1997). Mathematical thinking at grade 2. Palo Alto, CA: Dale Seymour Publications. (218 pages)

3. Akers, J., Battista, M. T., Goodrow, A., Clements, D. H., & Sarama, J. (1997). Shapes, halves, and symmetry: Geometry and fractions. Palo Alto, CA: Dale Seymour Publications (209 pages).

4. Goodrow, A., Clements, D. H., Battista, M. T., Sarama, J., & Akers, J. (1997). How long? How far? Measurement. Palo Alto, CA: Dale Seymour Publications. (167 pages).

5. Tierney, C., Nemirovsky, R., Noble, T., Clements, D. H., & Sarama, J. (1996). Patterns of change. Cambridge, MA: Dale Seymour Publications (152 pages).

6. Economopoulos, K., Akers, J., Clements, D. H., Goodrow, A., Moffet, J., & Sarama, J. (1996). Mathematical thinking at grade 2. Cambridge, MA: Dale Seymour Publications (218 pages).

7. Clements, D. H., Tierney, C., Murray, M., Akers, J., & Sarama, J. (1996). Picturing polygons. Cambridge, MA: Dale Seymour Publications (206 pages).

8. Clements, D. H., Battista, M. T., Akers, J., Rubin, A., & Woolley, V. (1995). Sunken ships and grid patterns. Cambridge, MA: Dale Seymour Publications.

9. Clements, D. H., Battista, M. T., Akers, J., Woolley, V., Meredith, J. S. & McMillen, S. (1995). Turtle paths. Cambridge, MA: Dale Seymour Publications. 10. Clements, D. H., Russell, S. J., Tierney, C., Battista, M. T., & Meredith, J. S. (1995). Flips, turns, and area. Cambridge, MA: Dale Seymour Publications. We co-own the copyright to all that software too, and hereby give our permission.