Using Excel to Understand Story Problems

Teri EvangelistaUniversity of Hawai‘i at Mānoa

2500 Campus RoadHonolulu, HI 96822

U.S.A.tmiguel@hawaii.edu

Abstract: Math classes are usually boring and distant to most students. The solution seems to be to pull away from traditional teaching practices and move towards learning styles. Every student doesn’t learn in the same way. Enabling learners to approach something as complex as a mathematical word problem though graphing helps the learner process the data calculated, and integrating technology to ensure accuracy and a clearer picture of the data should increase student success.

Recall just about every math class you have ever taken. Remember the days

when a teacher stood in front of the class with chalk in hand, writing mind-boggling

numerical equations, formulas, and word problems on the board? As students, hands

cramped while trying to simultaneously listen to his boring lecture, dictate notes from his

lesson, profusely copy the board, and sort out all this information before he erased it and

began the next set of examples. The learners of today come from a very different

background, and being a passive learner is not getting our learners any closer to their

understanding of doing math problems.

Traditional classrooms can no longer hold the attention of learners. As Gremli

(1996) points out, students have different learning styles and a traditional teaching style

will not serve all learners. It seems that with the variety and availability of modern

technologies, students find it more difficult to sit, listen, and copy notes for a chunk of

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time. Students in any given classroom are not exactly the same, so teaching them linearly

will no longer work. By tapping into students’ multiple intelligences, one mathematical

problem can be approached in different ways: verbally, spatially, visually, and

algebraically to name a few (Estes, 2004).

Project Description

This instructional design module will focus on a student representing a story

problem graphically, using Microsoft Excel, however, it is not restricted to just that. In

order for the learner to reach this goal, an understanding of what independent and

dependent variables are, as well as how to describe them by their labels and units as well

as in an algebraic expression. Graphing is not a new approach to doing math, rather it is

usually taught in isolation of word problems and usually presented as a separate set of

problems given in rote practice. This module will deepen the learners’ understanding of

the relationship between pieces of data, and also show the usefulness of using a graphical

approach in solving word problems. Utilization of Excel will aid in the accuracy of

representing the data visually.

Instructional Analysis

The terminal objective of this instructional module is that the learner will produce

a table of values from a given word problem and produce a coinciding graph from that

table of values.

The module is broken down into two major parts, construction of the table of

values and construction of a scatter plot. The learner will fill out the chart by organizing

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data into two parts, and filling in the appropriate quantity names and labels for each part,

as well as values calculated by the learner. Also included in the chart are expressions for

each column. After the chart is produced, it will be used to create a scatter plot graph.

Completion of the module will result in a visual representation of data in the form of a

line graph. Figure 1 illustrates the instructional map of the terminal objective. All items

below the dotted line represent what the entry level (EL) behaviors, or what the learner

should already know, and can use in order to reach the terminal objective. It will be

assumed that not all of the learners know how to use the Excel program, therefore time

will be allotted to go over basic functions in Excel.

As mentioned earlier, it is important to try to integrate technology where ever it is

possible. The procedures of graphing without any assistance from technology can be

time consuming and sloppy. By simply using an easily accessible computer program,

graphing can be quick and organized. Table 1 outlines the performance objectives related

to the content analysis chart.

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Figure. Content analysis chart.

Given a story problem, the pre algebra math learner will set up a table of values on an Excel spreadsheet. The table will detail the variable quantities, their units, expressions, and specific calculations according to the story problem. It will then be used to make a scatter plot that will be embedded in the Excel spreadsheet.

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Create a table of values3

Create a scatter plot in Excel12

Input information in spreadsheet cells

1

Calculate values

2

Define independent variable

EL 1

Define dependent variable

EL 2

Define unitEL 4

Define expression

EL 5

Define variable quantity

EL 3

Define pointEL 6

Utilize the Chart Wizard

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Select chart type

4

Select chart source data

5

Set data range

6

Name series7

Select chart options

8

Name the title

9

Set gridlines

10

Select chart location

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Table 1

Performance Objectives for Graphing with Excel.

Skill Objective

1

Input information in spreadsheet cells

Given a story problem, the learner will appropriately place and define: the variable quantities, which variable is dependent and which is dependent, the unit of each variable, and their algebraic expression.

2 Calculate values Given a story problem, the learner will calculate specific data points from the problem.

3 Create a table of values Given a story problem, the learner will create a table of values by organizing and placing earlier calculations in the cells of an Excel spreadsheet.

4 Select chart type Given a learner is in the Excel Chart Wizard, the learner will select the appropriate chart type to be created in Excel.

5 Set data range Given a learner is in the Excel Chart Wizard, the learner will select the appropriate series to represent the chart to be created in Excel

6 Name series Given a learner is in the Excel Chart Wizard, the learner will appropriately name the series of the line.

7 Select chart source data Given a learner is in the Excel Chart Wizard, the learner will give the chart a title and set the gridlines on the chart.

8 Name the title Given a learner is in the Excel Chart Wizard, the learner will give the chart a title.

9 Set gridlines Given a learner is in the Excel Chart Wizard, the learner will set major and minor gridlines to a chart.

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Table 1 (continued)

10 Select chart options Given a learner is in the Excel Chart Wizard, the learner will

11 Select chart location Given a learner is in the Excel Chart Wizard, the learner will set the chart to be embedded in the Excel spreadsheet.

12 Create a scatter plot in Excel Given a table of values on an Excel spreadsheet, the learner will create a line graph scatter plot.

13 Show a scatter plot with corresponding table of values

Given a story problem, the pre algebra math learner will set up a table of values on an Excel spreadsheet. The table will detail the variable quantities, their units, expressions, and specific calculations according to the story problem. It will then be used to make a scatter plot that will be embedded in the Excel spreadsheet.

As shown (in the Figure), there are two main clusters in the terminal objective.

The first cluster, create a table of values, consists of two main parts. Given the time that

this module is introduced to the learner, the math vocabulary listed in the EL behaviors

listed will already have been covered. Coverage of the first cluster is estimated at 10

minutes maximum. The second cluster mainly deals with applying the math to the Excel

program to produce the terminal objective. There is no real room for error as the steps

are sequential and the selections will be given to the learner. The estimated time of

coverage will be 15 minutes, allowing for a little confusion for finding the appropriate

actions to create the embedded graph in the terminal objective.

Design Methodology

Target audience. The subjects in this instructional design project will be the

students who register for the developmental math course. The class has a maximum

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capacity of 20 students, as the classroom is equipped with only 20 computers. At this

time, it is impossible to tell the exact details of the students in the class as they are not yet

registered for the course, but some general deductions can be made. It will be assumed

that not all students are familiar or comfortable with using computers.

MCCs policy is that anyone with a diploma or equivalent thereof is eligible to

register for classes provided they meet the prerequisites, if any, for the class. Students

are also required to take a placement test before registration. It is very common for

students to place into developmental math courses, or courses that are ineligible for

transfer into a university. It is also common for students in developmental classes to have

negative feelings towards math.

In general, many of the students at MCC chose to attend because it is a

community college, and the education is more affordable than with private institutions.

Many of MCCs students are changing careers, just starting them, or anything in between.

Part of the information to be collected will be background information on the students in

the classroom.

Instructional strategy. Before the module is introduced, the target audience will

already have worked for several weeks on graphing story problems. The purpose of this

module is to utilize available technology to improve speed and accuracy in solving story

problems. This module will be given as a stand alone module, with instructions given in

as an instructional video that will be housed on the Internet. A video was chosen as the

method of deliverance mainly because the video will allow things to be seen and heard at

the same time. Also, the video can be stopped and backtracked if the student missed any

step. The video will be designed to show what actions to perform in order to correctly fill

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out a table of values, and then use the table of values to create a scatter plot that will be

embedded into the spreadsheet. The final product will be the spreadsheet, and the student

will be able to practice along with the video tutorial. The assessment will have the

student produce the same thing with another problem, but with the same type of end

product.

Module development. Construction of the module was inspired by the students. It

would be observed how students would rip holes in their papers after erasing so many

times because they forgot to add a piece of information or mislabeled an interval on their

graphs. There is so much technology out there, but trying to keep this module

controllable and simple enough to serve the purpose of gaining speed and accuracy in

graphing was key.

The site of the target audience as well as the test audience is already equipped

with the standard Microsoft Office tools. It seemed obvious to try to use what was

already there to work with instead of trying to find other software that would need to be

installed or have some type of account made in order to use it. This was the main reason

for centering the module on using Excel. It was kept in mind that students are not all

familiar with using Excel, or any of its features, and this determined that the module

would demonstrate how to use the program for the purpose of making a graph. Although

there was a choice to make a tutorial using screenshots of Excel along with written

instructions, the researcher felt that toggling between the tutorial and Excel while trying

to find your place would be more confusing then toggling between a video and Excel and

following along with the narration.

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Creating such a video to support the module would be easy using a program by

Jing. Jing is free software that allows the user to record screens on their desktop while

actively narrating by voice. This software will simplify the process of recording the

video in a clear resolution.

Technology allows people to create products that enhance and enrich learning.

Math does not have to be restricted to lined paper and pencil in order for a student to

understand it, nor should it be reduced to that. In his paper, Li (2005) quotes the National

Council of Teachers in Mathematics in saying, “Technology is essential in teaching and

learning mathematics; it influences the mathematics that is taught and enhances students’

learning.” One would then deduce that if technology can assist the student in creating a

product that approaches a problem from a different point of view, then it should be used.

Formative Evaluation Methodology

Site. The site of the action research will be a classroom on the Maui Community

College (MCC) campus. No permission to render the unit is needed as it is the employer

of the researcher.

Test audience. A test audience will be gathered consisting of one math teacher

and students that use a particular computer lab at MCC. The math teacher will serve as a

subject matter expert, and will review the material and set up of the module. The

students will be easily accessible by the researcher and are a good representation of the

target population as it is a small sample that closely resembles the target population.

Trials of the module will be conducted first, on a one-to-one basis, and then it will be

expanded to bigger groups depending on the number of participants. The test subjects’

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ages will range from 18-45 years old, and the ratio of males to females will be close to if

not exactly, 1:1.

Evaluation procedures. The data to be collected will be through a combination of

qualitative and quantitative methods.

Prior to the module, the test subjects will be given a pre test as a base line

measure. At the end of the module, the test subjects will be given the same test to

measure their gains. The differences in the scores from the tests will indicate whether or

not the test subject understood the concepts in the module.

An interview, as well as a survey will be conducted where test subjects can give

feedback on what went well and/or what misfired.

Instruments. The pre test and the post test will be paper based, consisting of one

story problem from which several questions will be drawn (Appendix A).

The survey will focus on each type of representation with a Likert-scale on

feelings for each type, and two open end questions on the overall perception of the

module and suggestions for improvement.

Data analysis plan. The quantitative data will be processed first. Scores from pre

tests and unit tests will be recorded and compared. The data to be analyzed will be the

gains that the subjects obtained, if any.

Frequency of incorrect answers for each problem will also be recorded and

compared to reflections of concepts that were not clear. The analysis of this data will aid

in the revisions of the unit.

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Appendix A

Pre/Post Test

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Appendix A (continued)

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Appendix B

Post Module Survey

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Timeline

The following table (Table 3) outlines the time table in which the study will be

conducted.

Table 3

Timeline.

Date Description01/14 Final draft of proposal due

All papers to CHS turned in for approvalStart development of module

01/15 Outline objectives for moduleStart on details for objectives, skills, and subskillsStart pre/post assessment test

01/16-01/21 Record tutorial videos01/23 Proposal to TCC due02/01-02/23 Approval to start project

Administer module to test subjectsCollect data and feedback

02/24-02/27 Process feedback, incorporate changes where necessary

Implications of Research

New ways to approach math must be sought. Students cast math classes aside

because they dread it. Math doesn’t need to be painful in order to be learned and

retained. If a student can be interested and engaged in their math class, more retention

and less remediation will be needed. If some technology can be integrated into

curriculum in order for learners to increase accuracy and to succeed in understanding a

concept such as story problems, then it should be utilized, especially if the current

approach is not working.

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References

Estes, C. (2004, January). Promoting student-centered learning in experiential education. Journal of Experiential Education, 27(2), 141-160. (ERIC Document Reproduction Service No. EJ739511) Retrieved September 23, 2008, from ERIC database.

Gremli, J. (1996, November). Tuned in to learning styles. Music Educators Journal, 83(3), 24. Retrieved January 1, 2009, from Academic Search Premier database.

Li, Q. (2005, June). Infusing technology into a mathematics methods course: any impact?. Educational Research, 47(2), 217-233. Retrieved January 18, 2009, doi:10.1080/00131880500104341

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