“Indeed, we might summarize all these points by saying that schoolchildren have been deprived of the opportunity of actually doing mathematics in any sense even thinly related to the working activity of mathematicians. Thus, it is not surprising that children resist, that they seldom carry over their training informal manipulation into less formal situations, and
“The relation of school children to mathematics remains deeply puzzling after more than a decade of wide-scale experiment in the classroom and in the cognitive laboratory. The extent of the puzzle is often obscured by popular prejudices about mathematics and about children. For if one asks: “why cannot every child learn algebra in a week?” the answer
Today’s feature is a very special addition to The Daily Papert. It is not by Seymour Papert, but is about some of his most important work, the invention of the Logo programming language for children. In 1967-68, few others imagined putting computational power in the hands of children. Two of those visionaries are honored here.