Spreadsheets, pedagogic strategies and the evolution of meaning for variable

Kirsty Wilson
John Ainley, ACER
Liz Bills

Abstract

In this paper, the authors report on one aspect of a longitudinal study which seeks insight into the ways in which spreadsheet experience and teachers' pedagogic strategies shape pupils' construction of meaning for algebra. Using data from stimulated recall interviews the authors analyse the evolution of meaning for variable through the mediation of the variable cell and the mediation of naming a column. The authors discuss metaphors of change and dragging, together with the process of naming. This study builds upon the Purposeful Algebraic Activity project which aimed to explore the potential of spreadsheets as tools in the introduction to algebra and algebraic thinking. The project involved the design and implementation of a spreadsheet-based teaching program with five Year 7 classes (aged 11-12). [Author abstract, ed]