Teaching School Mathematics using spreadsheet; an alternative approach

Mr. Ch’ng Yeang Soon

Penang Free School, Penang
yeangsoon1960@yahoo.com.sg

INTRODUCTION
Spreadsheet like Microsoft Excel, which was initially viewed by many as a software designed
for business applications, has gained popularity in Mathematics in recent years. Its function
and formula enable the user to perform complicated calculation, statistical, graphing and
general data analysis and a useful management tool for educators. Spreadsheet can be
used to create interactive worksheet that enables students to control various variables to
display data and graphs. As such, it can be a wonderful and useful tool in teaching school
mathematics.

BACKGROUND
In his effort to ensure that Malaysians are able to keep up with the rapid development of the
world, our former Prime Minister, Tun Dr Mahathir Mohamad mooted the idea of the teaching
and learning of Science and Mathematics in English in 2002. Basically, the government has
implemented the use of English in the teaching of Mathematics and Science for two main
purposes:
1. to ensure that the nation’s human capitals are proficient in English so as to be able to
compete effectively in the international arena.
2. to enable the Malaysian students to have intellectual access to the vast knowledge
available on the Internet which is mostly written in English.

Under this policy, the Malaysian government has gone all out to make sure that the
programme is a success by giving various incentives to the Science, Mathematics and
English teachers. These incentives include the provisions of additional allowances, laptops,
LCD projectors and many interactive multimedia presentation CDs with a myriad of topics
which cost millions of ringgit. To enhance the programme further, many teaching aids were
developed by local and foreign professionals. In the quest of making the mathematic
teachers better educators, graphic calculators, Geometers’ Sketch Pad (GSP) were licensed
to all schools and seminars about it were conducted frequently, but very few seminars and
courses if any were given about spreadsheet, namely Microsoft Excel.

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 PROBLEM STATEMENT
A typical teaching and learning process in mathematics involves presenting the concepts
followed by reinforcement and enrichment exercises. Here rote learning style discourages
the mind to think inquisitively and eventually mathematics will be perceived as a dreary
subject. To minimize this, the teaching and learning process must involve engaging activities
which include active participation from the students and relate to real-life situations. Parmjit,
(2002) [1].
OBJECTIVES
The objective of this action research is to examine and understand the use of spreadsheet
as a teaching and learning tool which encourages collaborative and corporative learning.

RESEARCH QUESTIONS
This action research seeks to answer the following questions
1. How can spreadsheet be use to encourage active learning? [a]
2. How students acquire mathematical concepts through active learning activities?
Here active learning activities will involve activities that leads to
a) self-discovery [b],
b) guided-discovery [c] and
c) real-life discovery [d].

[a] Active learning means that students are constantly engaging in some form of
activities that leads to acquiring knowledge.
[b] Self-discovery is the results when the students are able to make deductions and
conclusion from a given set of activity.
[c] Guided-discovery results when the students make the correction deductions after
some guidance given by the facilitator.
[d] Real-life discovery is the result when the student is able to see the relationship
between mathematics with real-life issues.

SIGNIFICANCE OF THE STUDY

This study will bring about the students’ perception on mathematics; this is possible because
the students are able to relate mathematics with real-life situations. Students learn to
collaborate, corporate with one another to formulate solutions to a mathematical problem.
Spreadsheet empowers the students to examine mathematical problems more analytically
and prompts the students to make hypothesis to a problem.

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 FRAMEWORK OF STUDY
In this framework, the researcher takes the facilitator’s role and the students will do most of
the findings and discovering (Student centered). The students then report, summarize and
conclude while the teacher verifies and reinforces. The teaching and learning strategy
should be planned in such a way that the students’ learning activities and material should be
concrete, real and relevant to their lives by connecting what they have learnt with real-world
issues. Almy, M. (1975) [2] & Biber, B. (1984) [3].

Herrington and Standen [4] consider that many multimedia educational packages are not
truly interactive. They tend to present concepts or learning materials in a rigid instructive
manner, thus putting the learner in a passive mode. A true mathematic educational
application will enable the learner to participate actively in the learning process and to use
higher order thinking skills (HOTS). An example of such application that is able to provide an
authentic setting to a constructive learning environment would be the spreadsheet.

Friedlander (1998) [5] suggests that: Spreadsheet builds an ideal bridge between arithmetic
and algebra, and allows the students free movement between the two worlds. Students look
for pattern, construct algebraic expressions, generalize concepts, justify conjectures, and
establish the equivalence of two models as intrinsic and meaningful needs rather than as
arbitrary requirements posed by the teacher.

In any teaching and learning instruction based on contextual learning, strategies should be
structured to encourage five essential forms of learning: C.O.R.D (1979) [6]
a) Relating
b) Experiencing
c) Applying
d) Cooperating and
e) Transferring

EXPECTED LEARNING OUTCOMES

The lesson called “Discovering the basic properties of a quadratic equation” was conducted
on sixteen form three students after their year 9 public examination (PMR). This group of
students was picked at random and they are ideal for the study because the researcher
needed students who have little or no knowledge about the subject, namely Quadratic
Equation, which is the second chapter of Additional Mathematics. The students were not told
what they were going to learn before hand, thus they were totally neutral to the research
conducted.

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The expected learning outcomes include:
1. Communication and Cooperation
Students will work in pairs to investigate mathematical concepts (involving
mathematical thinking skills). They will share their findings, and conclude verbally
with their partner before sharing it with the class. When the students have
answered some questions given in the worksheets, they will discuss and present
their findings.
Reasoning and Analysis
Students will analyse parabolic curve describe by a quadratic equation to
determine its algebraic and graphical properties.

2. Connections
Students will observe and make connections between the curves that they have
manipulated with a curve or path in the real-world. (Real-world experiences and
connections)

3. Measurements and manipulation

Students will use various media (Computer, spreadsheet, paper, pencil, and ruler
to create and graph the quadratic equation.

4. Algebra
Students will write equation in the general form and demonstrate their
understanding by using spreadsheet to curve fitting a path taken from real-life
experiences.

5. Technology
Students will use spreadsheet applications to assist them in generating and
analysing quadratic equation.

METHODOLOGY AND PROCEDURE

The lesson which was planned for 120 minutes will explore the effects of changing the
values of the variables “a”, “b” and “c” of a quadratic equation. y  ax 2  bx  c . The lesson
starts with a multimedia slide show followed by a series of questions related to the graph
which properties they are going to discover later. The questions are reinforced by an origami
session to reveal the quadratic path.

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The researcher organizes the students into groups of two and asks one of them to come
forward to teach them how to fold the papers to show the graph but only partially. The
students are to go back and teach their partner and complete the folding to show a complete
quadratic path.

When the students had successfully completed their task and seen the quadratic image, The
researcher noticed that when he showed them the same slides the second time; all of them
were able to detect the curve easily. This is because the learning by doing origami method
has etched the parabolic curve in their mind and their newly-formed knowledge is now able
to be linked to real-life situation.

Once the students were familiar with the shape of the curve, the researcher led them to the
next activity which enables them to explore the properties of quadratic equation using
spreadsheet. The students were asked to adjust the sliders which controlled the values of
“a”, “b” and “c” of the quadratic equation y  ax 2  bx  c . They were asked to note down the
shape of the graph as the variables were modified. They were left to explore and self-
discover for themselves while the researcher walked around to facilitate. Their task was to
adjust the sliders or find the variables that would give them the shape of the graph that they
had just discovered in the origami activity.

Since the students worked in pairs, anyone who was not able to get the curve would be
helped by his partner. It was only when both were not able to get the curve after several
attempts would the researcher intervene. Usually these rarely happened as one of the
partner would be able to coach the other to obtain the solution. (Peer Tutoring).

Once the students were able to get the quadratic curve, the researcher would tell them that
the curve is called “parabola” and that they would then have to change the variables to see
how it affected the parabolic curve. They were to jot down whatever they had discovered on
a “mahjong paper.”

Students would be called to present their findings or discovery after a certain set time, the
researcher would facilitate the discussion after the presentation from the various groups and
students would conclude the concepts that they had learned. The researcher would prompt
the students whatever that they have failed to notice.

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This method though may take a bit longer than the conventional method but proves to be
more engaging. The students discover the basic properties of quadratic equation on their
own by manipulating variables and observing its effect on the graph. It encourages
cooperative learning, and provides a self-directed learning environment.

After sharing their findings concerning the basic properties of a quadratic equation, students
jot down on the white board the combined efforts of everybody common and their unique
discovery.

This discovery or knowledge is reinforced and enriched by several other activities which are
related to real-life issues. Four spreadsheet files are given to the students, each file possess
some questions and an application for the students to solve.

The first file requires the students to trace out the path jumped by the frog by adjusting the
variables of the quadratic equation. Once they have done that, the students will be able to
answer some questions.

The second file also requires the students to adjust the variables to solve a problem
concerning a manager who cannot decide whether or not to hire a basketball player.

The third file requires the students to prove that the path a bounced golf-ball follows a
parabolic curve.

The fourth file requires the students to determine whether a given curve is parabolic or not.

The lesson ends with a short verbal diagnostic test that is by asking individual student at
random the concepts or properties they have learned concerning quadratic equation and to
give everyday examples of the curve.

RESEARCH FINDINGS AND OBSERVATIONS

When the slides were shown the second time, students who had prior knowledge would
begin to identify with what they had just discover and the effect “Ah ha!” was the expression
shown on the students’ faces. This is necessary to provide a linkage between the real world
with what they are about to learn. Having this linkage is important because this is what
keeps my students in an engaging mood of wanting to learn more, because it is applicable
and real in their lives.

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From the lesson, the researcher found that students learning in this manner are able to
retain what they have learnt better and they are able to synthesize what they have learnt and
connect it to the real-world. Students who are given the opportunity to discover concepts on
their own (guided) gain analytical skills, they learn to share knowledge with one another and
they are able to express themselves through the presentation.

The researcher admits that planning such lesson takes time but the results are rather
satisfying. In this learning by doing method of teaching which uses the spreadsheet Excel
as a conceptualizing tool, the students’ curiosity are raised and it enables them to learn more
than that intended. This is because spreadsheet offers them the full freedom for interactivity.
As a result, students are more engaged in their learning as they are given the opportunity to
explore, discover and teach others in the learning process. Becta (2003), [7] summed up that
ICT in this case spreadsheet, promotes greater collaboration and cooperation among
students. It also encourages communication and expressions of ideas. Spreadsheet is able
to provide accurate feedbacks to students thus contributing positive motivation.

It is also hope that more focus be given to the spreadsheet so as to harness its power and
versatility in teaching Mathematics as it promotes more open-ended investigations, problem-
oriented activities, and active learning by students. Beare. R. (1992) [8]

It was noted that every student is able to create a parabolic curve but with different settings!
Students are able to compare with one another why theirs is different from the next student,
which in a way encourages discussion, comparison and cooperative and collaborative
learning. The researcher found that students’ curiosities were activated when what seems
like a small group discussions ends with a class discussion.

The results also show that the form 3 students are able to conclude or self-discover many
basic properties concerning the quadratic graph without having prior knowledge of it. Their
discoveries can be grouped into three categories.
For self-discovery activities, almost 80% of the students are able to discover the basic
properties of quadratic equation without any assistance, [Table 1] while 95% of the students
are able to conclude correctly about the equation with guidance. [Table 2] and 93% of the
students are able to relate what they have learnt with real-life situations in the real-life
situation activities. [Table 3]

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It is interesting to note that the students are able to verify that some of the curve seen in
real-life situations is not quadratic as it is not parabolic. They were later told that it is actually
cantenary, which many people have mistakenly claimed to be quadratic.

Learning mathematical concepts this way is good because students are the ones who
discover them and the concepts able to remain in their minds longer. It is proven to be true
because the researcher managed to gather these students again after 3 months and to his
surprise they were able to describe in detail what they had learned earlier but this time using
the correct terminology.

Some, however, even added additional concepts which were not taught or discovered then.
Apparently, it must have motivated them to want to learn more by searching for information
about the topic in the Internet.

CONCLUSIONS
This action research shows that students can engaged in active learning using spreadsheet
as a teaching and learning tool. Spreadsheet provides opportunities for the students to study
real-life issues by manipulating variables.

The researcher concluded that spreadsheet is able to provide the kind of interactivity that will
enable the students to explore real-life situations and investigate concepts in Mathematics in
a deeper and meaningful way.

RECOMMENDATIONS
From this action research, the researcher would like to suggest that more emphasis be given
by educators to use the humble spreadsheet as a teaching and learning tools
complementing other software like geometers’ sketch pad and the graphing calculator. More
courses related to spreadsheet are organized by the authorities so that more teachers are
made aware of this humble yet powerful mathematical tool.

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 REFERENCES
1. Parmjit, (2002). Nature of Students’ Understanding in Mathematical Problem Solving.
Proceedings of the National Conference in Mathematics Education, 29 – 31 Octorber
2002, Universitiy Pendidikan Sultan Idris (UPSI), Malaysia.
2. Almy, M. (1975). The early childhood educator at work. New York: McGraw-Hill.
3. Biber, B. (1984). Early education and psychological development. New Haven: Yale
University Press.
4. Herrington, J., and Standen, P. Moving from an instructivist to a constructivist learning
environment, Journal of Educational Multimedia and Hypermedia, 9 (3): 195 – 205.
5. Friedlander, A. (1998). An EXCELlent bridge to algebra. Mathematics Teacher 91 (50):
382 – 383.
6. Center for Occupational Research and Development,1979 (CORD).
http://www.cord.org/about-us/
7. Becta. (2003). What the Research Says about Using ICT in Maths: Becta ICT Research.
8. Beare R. (1992). Software tools in science classrooms. Journal of Computer Assisted
Learning 8: 221 – 230.

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 TABLE 1
BASIC PROPERTIES OF QUADRATIC EQUATION
SELF DISCOVERY ACTIVITIES
Properties Group1 Group2 Group3 Group4 Group5 Group6 Group7
When the
values of
a  0 the ‚ ‚ ‚ ‚ ‚ ‚ ‚
graphs is of
" " shape
When the
values of
a  0 ,the ‚ ‚ ‚ ‚ ‚ ‚
graphs is of
" "
When the
value of a =
0, it is a
‚ ‚ ‚ ‚ ‚ ‚
straight line.
Changing the
values of
" b " causes
the graph to ‚ ‚ ‚ ‚
sort of moves
from right and
left
Changing the
values of
" c " causes ‚ ‚ ‚ ‚ ‚ ‚ ‚
the graph to
moves up
and down.
Shape of
Graph is ‚ ‚ ‚ ‚ ‚ ‚ ‚
parabolic
The graph is
symmetrical
‚ ‚ ‚
A straight line
is obtained
when the ‚ ‚ ‚
value of
"a"  0
The graph
cuts at the y
intercept ‚ ‚ ‚
equals to the
value of " c "
The graph
becomes
“fatter” and
“thinner” ‚ ‚ ‚ ‚ ‚ ‚
when the
values of “a”
changes.

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 TABLE 2

GUIDED DISCOVERY ACTIVITIES

Properties Group1 Group2 Group3 Group4 Group5 Group6 Group7
When the
value of
a  0 the
graph has a ‚ ‚ ‚ ‚ ‚ ‚ ‚
highest point
(a pair of
coordinates)
When the
value of
a  0 the ‚ ‚ ‚ ‚ ‚ ‚ ‚
graph has a
lowest point
The presence
of an unseen
line of
‚ ‚ ‚ ‚ ‚ ‚
symmetry.

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 TABLE 3

REAL-LIFE DISCOVERY ACTIVITIES

Real life
Group1 Group2 Group3 Group4 Group5 Group6 Group7
phenomena
A jumping
frog traced a
parabolic
‚ ‚ ‚ ‚ ‚ ‚ ‚
path.
A height of a
bouncing golf
ball plotted
over time ‚ ‚ ‚ ‚ ‚ ‚ ‚
gives a
parabolic
curve.
A projectile or
basketball
thrown in a
game follows
‚ ‚ ‚ ‚ ‚ ‚ ‚
a parabolic
path.
The “Astro”
Satellite Disc ‚ ‚ ‚ ‚ ‚ ‚ ‚
is parabolic.
A string
hanging
between two ‚ ‚ ‚ ‚ ‚ ‚ ‚
poles is not a
parabola
The school
arch in the
hall is not
‚ ‚ ‚ ‚ ‚ ‚
parabolic.
A
compressed
long plastic
ruler does ‚ ‚ ‚ ‚ ‚
not contort to
a parabolic
shape.

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