An instrumental genesis perspective on the students' using spreadsheet for the interest concept and calculations

Year 2021, Volume: 15 Issue: 2, 282 - 316, 31.12.2021

Abdullah Özkale Emel Özdemir Erdoğan

https://doi.org/10.17522/balikesirnef.1022733

Abstract

Spreadsheets are used in mathematics education because the software has the potential to organize data as well as to examine the relationship between variables. Studies on the concept of interest show that students have difficulties in interpreting the effects of variables in interest formulas. This study aims to examine students' use of spreadsheets in terms of instrumental genesis in tasks that deal with the mathematical structure of the concept of interest. The research was carried out with eight students of the course of finance mathematics at a state university. Data obtained through screen recordings, clinical interviews, and observation notes were analyzed through content analysis. The results of the study show that the students could see the relationship between simple and compound interest through the sequential operations in spreadsheets, they can interpret the changes in values by estimating through multiple manipulations, and they understand the necessity of entering cell addresses.

Keywords

interest, instrumental genesis, spreadsheets, instrumentation, instrumentalization

References

• Abramovich, S. (2018). Integrating computers and problem posing in mathematics teacher education. World Scientific.
• Bakker, A., Kent, P., Noss, R., Hoyles, C., & Bhinder, C. (2006). ‘It’s not just magic!’ Learning opportunities with spreadsheets in the financial sector. In D. Hewitt (Ed.), Proceedings of the British Society for Research into Learning Mathematics, Vol. 26(1) (pp. 17–22). London.
• Bernard, M., & Senjayawati, E. (2019). Developing the Students’ Ability in Understanding Mathematics and Self-confidence with VBA for Excel. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 4(1), 45-56.
• Chong, C. K., Puteh, M., & Goh, S. C. (2015). Framework to Integrate Spreadsheet into the Teaching and Learning of Financial Mathematics. Electronic Journal of Mathematics & Technology, 9(1).
• Cobb, P., & Steffe, L. P. (2011). The constructivist researcher as teacher and model builder. In A Journey in Mathematics Education Research (pp. 19-30). Springer Netherlands.
• Drier, H.S. (2001). Teaching and learning mathematics with interactive spreadsheets. School Science and Mathematics, 101(4), 170‐179.
• Drijvers, P., Doorman, M., Boon, P., Reed, H., & Gravemeijer, K. (2010). The teacher and the tool: Instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in mathematics, 75(2), 213-234.
• Feng, Yi &d Kwan, Clarence C. Y. (2015). Interest Rate Conversion, Spreadsheets in Education (eJSiE), 8(1), 3.
• Güvenç, D., & Yücebalkan, B. (2017). Bankacılık sektöründe teknolojik gelişimin işgücüne yansımaları. Hukuk ve İktisat Araştırmaları Dergisi, 9(2), 30-43.
• Haspekian, M. (2014). Teachers’ instrumental genesis when integrating spreadsheet software. In A., Clark-Wilson, O. Robutti, & N. Sinclair, N. (Eds.), The mathematics teacher in the digital era (pp. 241–276). New York, NY: Springer.
• Hoyles, C. (2018). Transforming the mathematical practices of learners and teachers through digital technology. Research in Mathematics Education, 20(3), 209–228.
• Hoyles, C., Noss, R., Kent, P., & Bakker, A. (2010). Improving mathematics at work: The need for techno-mathematical literacies. Oxon, UK: Routledge.
• Hubbard, E., Matthews, P., & Samek, A. (2016). Using online compound interest tools to improve financial literacy. The Journal of Economic Education, 47(2), 106-120.
• Marley-Payne, J., & Dituri, P. (2019). Spreadsheets as an Effective Use of Technology in Mathematics Education. Spreadsheets in Education, 10138.
• Merriam, S. B., & Grenier, R. S. (2019). Qualitative research in practice: Examples for discussion and analysis. CA: John Wiley & Sons.
• Mays, T. (2015). Using spreadsheets to develop applied skills in a business math course: Student feedback and perceived learning, Spreadsheets in Education (eJSiE), 8(3), 1.
• Miles, R. (2021). An alternative route to the Mandelbrot set: connecting idiosyncratic digital representations for undergraduates. Teaching Mathematics and its Applications: An International Journal of the IMA, 40(1), 72-82.
• NCTM (2015) Strategic Use of Technology in Teaching and Learning Mathematics. https://www.nctm.org/uploadedFiles/Standards_and_Positions/Position_Statements/Strategic%20Use%20of%20Technology%20July%202015.pdf
• Nobre, S., Amado, N., & Carreira, S. (2012). Solving a contextual problem with the spreadsheet as an environment for algebraic thinking development. Teaching Mathematics and its Applications: An International Journal of the IMA, 31(1), 11-19.
• Park, J., Park, M. S., Park, M., Cho, J., & Lee, K. H. (2013). Mathematical modelling as a facilitator to conceptualization of the derivative and the integral in a spreadsheet environment. Teaching Mathematics and its Applications: An International Journal of the IMA, 32(3), 123-139.
• Pournara, C. (2013). Teachers' knowledge for teaching compound interest: original research Pythagoras, 34(2), 1-10.
• Steffe, L. P., & Thompson, P. W. (2000). Teaching experiment methodology: Underlying principles and essential elements. In R. Lesh & A. E. Kelly (Eds.), Research design in mathematics and science education. Hillsdale, NJ: Erlbaum.
• Sugden, S., Baker, J. E., & Abramovich, S. (2015). Conditional formatting revisited: A companion for teachers and others. Spreadsheets in Education, 8(3), 4643.
• Sugden, S. & Miller, D. (2011). Basic finance made accessible in Excel 2007: The big 5, plus 2, Spreadsheets in Education, 4(2): 1-29
• Trouche, L. (2018). Instrumentalization in mathematics education in Encyclopedia of Mathematics Education. NY: Springer. 10, 978-3.
• Trouche, L., & Drijvers, P. (2014). Webbing and orchestration. Two interrelated views on digital tools in mathematics education. Teaching Mathematics and Its Applications: International Journal of the IMA, 33(3), 193-209.
• Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2015). Elementary and middle school mathematics. Pearson Education UK.
• YÖK (2020). https://yokatlas.yok.gov.tr/onlisans.php?y=112553064