2012
DOI: 10.2190/ec.47.2.b
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Examining Errors in Simple Spreadsheet Modeling from Different Research Perspectives

Abstract: By using a sample of 1st-year undergraduate business students, this study dealt with the development of simple (deterministic and non-optimization) spreadsheet models of income statements within an introductory course on business informatics. The study examined students' errors in doing this for business situations of their choice and found three kinds of errors: errors in selecting variables, errors in initializing variables, and errors in relating variables. This article describes these errors, discusses pos… Show more

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Cited by 4 publications
(2 citation statements)
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“…If we alleviate technology-based challenges (e.g., by using short videos), challenges regarding the modeling process (viewed as a design task) may primarily be caused by lack of knowledge concerning the social phenomena under scrutiny (generalized from Ben-Zvi, 2002), as well as a lack of skills in problem structuring and integrating its parts with respect to questions and hypotheses examined (cf. Kadijevich, 2012). It is context that matters throughout the whole modeling process, and statistical and contextual domains may (and frequently do) interact in a complex way (Makar, Bakker & Ben-Zvi, 2011) that may be characterized as tapestry (Stillman, 1998).…”
Section: Reasons For Challengesmentioning
confidence: 99%
“…If we alleviate technology-based challenges (e.g., by using short videos), challenges regarding the modeling process (viewed as a design task) may primarily be caused by lack of knowledge concerning the social phenomena under scrutiny (generalized from Ben-Zvi, 2002), as well as a lack of skills in problem structuring and integrating its parts with respect to questions and hypotheses examined (cf. Kadijevich, 2012). It is context that matters throughout the whole modeling process, and statistical and contextual domains may (and frequently do) interact in a complex way (Makar, Bakker & Ben-Zvi, 2011) that may be characterized as tapestry (Stillman, 1998).…”
Section: Reasons For Challengesmentioning
confidence: 99%
“…A través de la aplicación de métodos empíricos e instrumentos como encuestas a docentes, entrevistas a expertos y la revisión de la literatura, se constatan dificultades la resolución de problemas en los estudiantes: limitado reconocimiento de variables y las relaciones entre ellas (Sol et al,2011), escasas estrategias de abordaje para el análisis y la justificación, falta de habilidades para la comprensión y contextualización de un problema (Socas et al, 2014), y la limitada comprensión para explicar las relaciones entre objetos reales y las matemáticas. Además de las restringidas destrezas para explorar un problema social y abordarlo matemáticamente (Edo et al, 2013;Kadijevich, 2009).…”
Section: Introductionunclassified