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Handling Data with Spreadsheets and Databases Author(s): Michael Hammond Source: Mathematics in School, Vol. 22, No. 1 (Jan., 1993), pp. 2-5 Published by: The Mathematical Association Stable URL: http://www.jstor.org/stable/30214956 . Accessed: 09/04/2014 11:10 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. . The Mathematical Association is collaborating with JSTOR to digitize, preserve and extend access to Mathematics in School. http://www.jstor.org This content downloaded from 24.212.193.206 on Wed, 9 Apr 2014 11:10:17 AM All use subject to JSTOR Terms and Conditions

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Page 1: Handling Data with Spreadsheets and Databases

Handling Data with Spreadsheets and DatabasesAuthor(s): Michael HammondSource: Mathematics in School, Vol. 22, No. 1 (Jan., 1993), pp. 2-5Published by: The Mathematical AssociationStable URL: http://www.jstor.org/stable/30214956 .

Accessed: 09/04/2014 11:10

Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .http://www.jstor.org/page/info/about/policies/terms.jsp

.JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact [email protected].

.

The Mathematical Association is collaborating with JSTOR to digitize, preserve and extend access toMathematics in School.

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Page 2: Handling Data with Spreadsheets and Databases

Handling Dawith with

Spreads and

Databases by Michael Hammond, Centre for Statistical Education, University of Sheffield

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Summary This article gives * a background to the use of spreadsheets and databases

in UK * some examples of using spreadsheets and databases to

develop data handling skills * an outline for the future potential for using spreadsheets

and databases

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Background In UK schools there has been a growing emphasis on using general purpose programs, such as word processors, spreadsheets and databases and drawing packages. The hope is that the investment pupils make in learning to use these programs will be re-paid as the same package can be used over again in different contexts.

The interest in spreadsheets and databases has been stimulated by the increasing power and accessibility of new programs. Many schools now use menu driven spreadsheets such as Excel, which have a wide range of statistical and mathematical functions and can display graphs in a wide range of formats.

Pupils usually respond favourably to using computers. They find it motivating and it gives them more pride and confidence in their work. Sharing a computer screen seems to facilitate co-operation between pupils working in pairs or small groups.

On top of these general considerations spreadsheets and databases have a particular value in data-handling as they allow pupils to interrogate large sets of real data quickly and easily. (Real data could be data that pupils have collected themselves, e.g. through class and school surveys, or data collected by other agencies such as polling organisations, Government statisticians and teenage magas- ines.) It is more motivating for pupils to use real data as it makes them aware that data-handling skills have real life applications. However, just as important, handling data means asking questions such as:

* how were the data collected? * how accurate are the measurements? * what causes the correlation? a what further questions need asking?

These questions are only meaningful when talking about real data.

2 Mathematics in School, January 1993

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Page 3: Handling Data with Spreadsheets and Databases

How can spreadsheet and databases help pupils handle data? Spreadsheets and databases can be used for:

* displaying graphs * replicating calculations (spreadsheets only) * sorting data * storing data

This section outlines some ways that pupils have used these facilities to develop their data handling skills.

Displaying graphs to test a hypotheses Pupils carried out a simple experiment in which they ran a trolley down a ramp of varying heights. They entered their results on a spreadsheet and displayed a scatter graph plotting height of ramp against the distance travelled by the trolley after leaving the ramp.

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height of ramp (cm)

Was there a relationship between the two variables? What would happen as the height of the ramp got higher

and higher? What would a scatter graph plotting the angle of the slope

against distance travelled look like?

Displaying graphs to represent data for oneself Pupils were given a data file of global temperature changes from 1860 to 1990 using 1860 as a base year. It was impossible for them to see any pattern until they rep- resented the data on a graph. They looked at different formats and decided on a line graph.

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Does the graph support the idea of global warming? How can the data be displayed to make underlying trends

clearer?

Displaying graphs to represent for other people Pupils carried out a survey to find out the what type of school T shirt would be most popular. They asked about the styles, colour and the materials their colleagues wanted. They also asked how much people were willing to pay. They wanted to communicate these results to the school through a class magazine.

How much we are willing to pay!

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. Pounds

The colours we prefer!

Black

White

Blue

Green

Red

Mathematics in School, January 1993 3

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Page 4: Handling Data with Spreadsheets and Databases

Replicating formulas to interact with the data Pupils wanted to display communicative frequency tables for data concerning male and female earnings. This was done by entering a simple formula and replicating it down the column. These data could then be displayed graphically.

Male and Female Earnings in the U.K. (April 1991)

A B C D E 1 Weekly Percentage of Cumulative Percentage of Cumulative 2 Earnings Male Workers Percentage of Female Workers Percentage of 3 Below (E) Male Workers Female Workers 4 5 0 0 0 0 6 50 0.2 0.2 0.7 7 100 0.5 0.7 2.4 8 150 6.7 B5+C4 4 21.6

9 200 15 .4 27.2 10 250 17.6 40 17.1 11 300 16.8 56.8 11.7 12 350 13.2 70 8.3 13 400 9.1 79.1 5.5 14 450 4.9 84 2 15 500 5 89 1.6 16 550 3.3 92.3 0.7 17 600 1.7 94 0.3 18 650 1.2 95.2 0.3 1 9 700 1.1 96.3 0.1 20 750 3.7 100 0.5 21 . ...

Is there a big difference between male and female earnings? Compare the median incomes for male and female earnings?

Replicating formulas to find out what if...... Pupils had set up a spreadsheet for working out the cost of a camping holiday in Spain.

A B C D E F lG HI 1 Cost in pesatas per Number of Total 2 Sites in Alicante Person Vehicle Tent People Vehicles Tents Cost 3 4 Alfaz del Pi 260 260 260 6 2 3 2860 5 Benisa 270 350 275 6 2 3 3145 6 Campello 300 300 300 6 2 3 3300 7 Elche 350 350 390 6 2 3 3970 8 Guadamar 320 320 320 6 2 3 3520 90

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What if more people wanted to come? What if they wanted to stay for longer?

The spreadsheet will automatically recalculate the total cost.

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Page 5: Handling Data with Spreadsheets and Databases

Sorting data to match certain criteria Pupils created a data file for the top 40 singles in the pop charts.

This Last Title Artist Category Weeks Movement Week Week in Chart

1 1 Everything I Do Bryan Adams Vocal 8 0

2 3 I'm Too Sexy Right Said Pop 4 1 Fred

3 2 More Than Extreme Vocal 4 -1 Words

4 4 Move Any The Shamen Dance 4 0 Mountain

5 41 Set Adrift PM Dawn Dance 1 36

Part of the File

They then interrogated the data file to chose the singles which would fit different programme profiles.

Problem Statement

You are in charge of a radio station. You have a playlist of the top 40 singles. Which singles would you play on these shows?

Midweek Climbers You need 10 singles they must be the highest climbers.

New Sounds You need 8 singles. They should be in the top 20 and less than five weeks in the charts.

Part of the Problem Statement

Storing data to compare and contrast over time Data files from these and other activities were stored on disk. This meant that classes were able to compare the results they had generated through surveys and experiments.

Pupils could also interrogate data files which classes had done in previous years. This meant they could contrast male and female earnings, or compare the top singles in the pop charts, for two different years.

Future Potential These are various obstacles to the effective use of databases and spreadsheets in schools. These include:

* too few machines in schools * unfriendly software * primitive software * lack of In-service training for teachers

However the potential for using spreadsheets and databases is enormous and the obstacles should be slowly

overcome as more classroom resources come on to the market. Schools are slowly updating their hardware. They can now use more friendly mouse driven programs and this will further encourage the use of spreadsheets and databases.

About Our Project The project Handling Data with Spreadsheets and Databases has been running for two years at the University of Sheffield. In this time we have produced classroom materials, run In-service sessions and worked with pupils and teachers. Our work is focussed on the 11 to 16 age group. We are funded by the Nuffield Foundation.

For more information contact: Michael Hammond and Peter Holmes Centre for Statistical Education University of Sheffield Sheffield S3 7RH

Telephone 0742 768555 extension 4117 Fax 0742 824292 E-Mail [email protected]

Mathematics in School, January 1993 5

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