Excel Spreadsheets for Algebra: Improving Mental Modeling for Problem Solving

Autor/inn/en	Engerman, Jason; Rusek, Matthew; Clariana, Roy
Titel	Excel Spreadsheets for Algebra: Improving Mental Modeling for Problem Solving
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 33 (2014) 4, S.409-427 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Mathematics Instruction; Algebra; Spreadsheets; Educational Technology; Teaching Methods; Problem Solving; Secondary School Mathematics; Experimental Groups; Control Groups; Comparative Analysis; Teacher Attitudes; Student Attitudes; Concept Formation; Mathematical Concepts; Transfer of Training; Models; Schemata (Cognition); High School Freshmen; Statistical Analysis; Knowledge Level + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Spread sheet; Spredsheets; Spreadsheet; Tabellenkalkulation; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Lehrerverhalten; Schülerverhalten; Concept learning; Begriffsbildung; Training; Transfer; Ausbildung; Analogiemodell; Cognition; Schema; Kognition; Statistische Analyse; Wissensbasis
Abstract	This experiment investigates the effectiveness of Excel spreadsheets in a high school algebra class. Students in the experiment group convincingly outperformed the control group on a post lesson assessment. The student responses, teacher observations involving Excel spreadsheet revealed that it operated as a mindtool, which formed the users' mental models more similar to the tool itself. The engagement with the tool allowed students to easily replicate its functionality in this problem solving task opposed to the limited strategies used by the control group of students taught through worked examples. By working with Excel spreadsheets, the students were able to better identify manipulation of their problem spaces during the "discovering solutions phase" of problem solving. Subsequently, this development allowed for deeper levels of understanding algebraic relations and lead to high road transfer of the content. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10