Survey for Algebra Instructors
This survey is designed to examine the learning processes involved in
both
standard 4-step algebraic problem-solving and spreadsheet skills. You
may
refer to the proposal at
www.geocities.com/Athens/Parthenon/9442/index.htm.
The results will be used in a thesis paper designed to compare these
learning processes and consider the effects of spreadsheet education on
students algebraic problem-solving skills. Please consider carefully
each
of the following questions and answer as many as possible. The final
paper
will be submitted to Walden University and posted on an Internet site
that
will be provided to all survey participants. Also, a brief summary of
the
survey results will be sent to all survey participants once this
material
has been compiled.
Please respond to the following questions as they apply to your classes
from
the 1997-98 school year and prior years.
Name:
School:
Classes you have taught:
1. What visual representations do you find most useful for your
students'
understanding of variables?
2. Please explain briefly the techniques you use to guide your students
through the creation of an algebraic equation (how do they define
variables,
set up the equality, etc.)
3. Tables are a frequently used method of organizing data, and a natural
function of spreadsheets. Is the creation of data tables a natural
process
for your students, or do you find they need a lot of practice?
4. Many algebraic problem-solving exercises require the use of multiple
variables. Are multiple variables commonly used by your students?
5. Referring to question #4, are tables used to help organize these
variables? If not, do you feel they might be useful? Why or why not?
6. Project-based education is a popular approach for many math teachers.
Completing major math projects requires the use of previous solutions in
later problems. How would you help your students manage all of their
data
for use throughout a project-based activity?
7. Graphs are a natural function of spreadsheets. Do your students use
graphs in problem-solving exercises? If so, how often and how are they
used?
8. Do your students practice inductive reasoning strategies? If so, how
do
they manage the repetitive calculations efficiently?
9. Students use a variety of methods to analyze the solution to a
problem.
What techniques have you found to be most effective for your students?
10. The purpose of the research is to determine the connections between
basic spreadsheet skills and standard algebraic problem-solving skills.
This research may lead to further studies of the effects of spreadsheet
education on algebra students problem-solving skills. Briefly comment
on
your thoughts of the use of spreadsheets in an algebra curriculum.
Also,
include any other relevant comments that you feel may be useful to this
research.
Sharon L. Fox
St. Joan Antida High School
Math/Computer/Chemistry Teacher
sfox@waldenu.edu
http://www.geocities.com/Athens/Parthenon/9442/index.htm
