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• Cell references: how to apply these and how to use them in formulae and
functions. They need to know about absolute and relative references.
• Use of spreadsheets for modelling and testing hypotheses.
• Producing charts that are appropriate for audience and purpose.
Common misconceptions include:
• Putting the cell content, rather than the cell reference into a formula or
function. Regular reminders are needed.
• Referencing cells incorrectly. This is sometimes because pupils mix up rows
and columns, so the use of analogies, activities and aide-memoire are useful
in helping them.
• Doing calculations separately, and entering the value into a cell rather than
entering a formula or function. When values are changed the 'answer' is not
updated automatically. Regularly stressing the reason we use formulae and
functions will help. If there is an option to display formulae and functions,
use this with pupils for checking purposes. Using incorrect syntax for formula
and function; e.g. missing the = at the front of a formula in Microsoft Excel.
Stress this in demonstrations and instructions and remind them often.
• If buttons are used, explain the symbols to them to help them remember
which does what; e.g. summation.
• Highlighting incorrect cells when entering formula. Encourage them to look
at the display of the formula before pressing enter/return.
• Highlighting incorrect cells when producing charts and getting an incorrect
display. Teach them that it is good practice not to have blank rows, columns or
cells in the data.
• Poorly labelled charts. Remind them of the correct way to label charts, as
taught in Mathematics, including title, key, labelled axis. Show them how this
is done in the spreadsheet package.
• Poorly chosen charts. Discuss which charts are used for particular purposes.
Ask them to justify their choice of charts when they do them.
• Misunderstanding business terms. Do not assume they know what profit,
cost, income, expenses et al. mean if doing financial models. You will need to
teach them these.
• The concept of a model is quite difficult and will need reinforcing. See
Chapter 6 .
Task 7.4
Analogies, activities and aide-memoire
What analogies, activities or aide-memoire could be used to help pupils remember
what we mean by rows and columns?
 
 
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