Scaffolding Math Learning with Spreadsheets

Niess, M. (2005). Scaffolding math learning with spreadsheets. Learning & Leading with Technology, 32 (5), 24-25 & 48.

Questions are an important tool to stimulate students’ higher level thinking skills. Create
two questions that you might ask regarding this article. Then respond to them. Before
you write the questions, check out the resources below. Use strategies for developing
effective questions such as those found at
http://www.fno.org/toolbox.html
http://www.kyrene.org/schools/brisas/sunda/litpack/BloomsCriticalThinking_files/v3_document.htm
http://www.murraystate.edu/prism/kyprism/openrp1.htm

1. What can a spreadsheet be used for in the classroom? What skills are necessary for a student to create a spreadsheet?
A spreadsheet is a tool that mathematics teachers use in order to redesign their curriculum and instruction to help students learn about the technology they will use to learn mathematics (24). Math teachers are challenged to think about scaffolding students learning about spreadsheets while they are also learning mathematics (24). These problems lead students to explore linear functions using spreadsheets, which requires that students are able to enter user-defined and spreadsheet defined formulas, copy formulas, and graph data (24). Without these specific skills, learning about the spreadsheet overshadows the mathematics (24). More work with patterns unveils more mathematics, as well as more about spreadsheets, students can begin to visualize patterns using the spreadsheet charting capabilities, they can use a “relative” reference when copying formulas, and students have more opportunities to become familiar with copying formulas from cell to cell (25).

2. What is the importance of scaffolding in mathematics?
As a teacher, the challenge is to identify the spreadsheet skills students need to work on and to look for places in the curriculum where one can help students add to their spreadsheet knowledge and skills (48). Careful planning results in students being comfortable using the spreadsheet as a tool for learning mathematics because they have learned to learn mathematics with the tool (48).