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This study describes the use of spreadsheets in business computer applications (BCA) courses and identifies and evaluates the use of spreadsheets for emphasizing and teaching mathematics in BCA courses. Survey instruments in the form of questionnaires were sent to all of the Virginia high schools with the BCA course to attain the BCA teachers' perceptions of spreadsheet use. Responses were received from 257 teachers, or 70% of the total assumed population. Findings reveal that 95% of the Virginia BCA teachers include spreadsheet instruction in their BCA courses. The mean number of class periods used for spreadsheet instruction is 27; however, the standard deviation is relatively high. The basic mathematics operations received extensive emphasis. The more complex operations only some emphasis. Accounting and Payroll computation receive the most amount of spreadsheet instructional time. Over half of the BCA teachers who teach spreadsheets include increasing their students' mathematics skills as one of the course objectives. At the same time, however, only 22% of the respondents evaluate their students' mathematics skills independently from spreadsheet application evaluation. Although this independent mathematics evaluation seldom occurs, 72% of the respondents believe that teaching spreadsheets enhances students' mathematics skills to some extent, and 42% believe that teaching spreadsheets enhances students' mathematics skills extensively. Considering the amount of material to be taught in spreadsheet instruction, not enough of the BCA class time is devoted to spreadsheet instruction. Much spreadsheet instruction precedes emphasis on mathematics as part of the instruction. Also, considering that students emphasize in their learning what they are evaluated on, the importance the BCA teachers placed on mathematics appears to be minimal. / Master of Science

The purpose of this study was to make a comparison of the relative mastery of mathematical vocabulary with skills in general problem solving between two groups of sixth and seventh grade arithmetic students. An effort was made to determine to what extent knowledge of the mathematical vocabulary influenced skills in general problem solving.

The aim of the study was to investigate what influence the use of computers using MS Excel and RJS Graph software has on grade 11 Eritrean students' understanding of functions in the learning of mathematics. An empirical investigation using quantitative and qualitative research methods was carried out. A pre-test (task 1) and a post-test (task 2), a questionnaire and an interview schedule were used to collect data. Two randomly selected sample groups (i.e. experimental and control groups) of students were involved in the study. The experimental group learned the concepts of functions, particularly quadratic functions using computers. The control group learned the same concepts through the traditional paper-pencil method. The results indicated that the use of computers has a positive impact on students' understanding of functions as reflected in their achievement, problem-solving skills, motivation, attitude and the classroom environment. / Educational Studies / M. Ed. (Math Education)

published_or_final_version / Education / Master / Master of Education

There is no abstract available for this dissertation. / Department of Educational Leadership