Working through complexity: an experience of developing mathematical thinking through the use of Logo with low attaining pupils

In this chapter I reflect on work undertaken with a group of low attaining pupils in Year 9 of an 11–18 comprehensive school. All the pupils in the study were assessed, by the school, as operating at level 2/3 of the National Curriculum for Mathematics. The study was developed in part to explore ways in which these pupils might be given access to algebraic ideas such as moving from the particular to the general through the use of variables within computer programming.