This study explored institutional aspects of the integration of the spreadsheet in mathematics education based on the example of France. For this purpose, the study examined relevant curriculums and exams, which were considered to reveal institutions’ approaches and to be effective factors of integration. Firstly, curriculum topics covering the use of the spreadsheet were determined and the pragmatic-epistemic values of the spreadsheet emphasized in curriculums and the equilibrium among these values were examined. Next, based on the exam corpus prepared for the study, the number of questions involving the use of the spreadsheet and other technological tools were compared and the questions involving the use of the spreadsheet were evaluated in terms of the topics and the expected student outcomes. This study found that the spreadsheet was currently covered in mathematics curriculum in France in all grade levels from secondary school through high school and was the second most used technological tool in practical exams. Also, while the secondary education curriculum covered pragmatic and epistemic values, the epistemic values included in the high school curriculum that was implemented until 2013 were not covered in the new curriculum.
Ozdemir Erdogan, Emel
Institutional Perspectives for the Integration of the Spreadsheet in Mathematics Learning: The Case of French Curriculums and Assessments,
Spreadsheets in Education (eJSiE):
1, Article 5.
Available at: http://epublications.bond.edu.au/ejsie/vol7/iss1/5