- Spreadsheets are equity platforms available to all students at no cost. They can give every student a fresh start in math.
- Spreadsheets from Microsoft, Google, and Apple are ubiquitous, easy to use, powerful, and part of a suite with common, familiar, supported interfaces.
- Spreadsheets are the tools students will use in their workplace as well as school for relevant real learning.
- Spreadsheets are not just computational tools, they are visualization and data science tools.
- Spreadsheets are function machines using functions and functional thinking to build and work with models essential to all STEM projects.
- Spreadsheets are the financial and business communities goto program, central to modern financial literacy.
- Spreadsheets are coding platforms easy to use for beginners and powerful enough for serious programming.
- Spreadsheets are sharing applications enabling and encouraging students to collaborate and community for group problem solving online.
- Spreadsheets have a huge support network of videos, templates, and help available on the Web and the community.
We’re suggesting a “New Architecture” for learning – one that foments deeper and more naturalistic intellectual engagement, provides flexible yet durable structures, proven inquiry practices with a “tool kit” for student and teacher success, and a vision of personalization that is far more than “blended learning” or the pursuit of “competencies”.
“If I had an hour to solve a problem and my life depended on it, I would use the first 55 minutes determining the proper question to ask, for once I know the proper question, I could solve the problem in less than five minutes.”
“Could Napoleon build a 3 meter high by 1/2 meter thick wall around France with the stone from the Great Pyramid of Giza?”
During the Napoleonic campaign in Egypt in 1798, a famous battle was fought outside Cairo in Embaba, in view of the pyramids, and is known as the Battle of the Pyramids….
It is reported that, after the battle, Napoleon and his staff officers visited the Great Pyramid. While the more adventurous officers climbed to the top, Napoleon himself was content to rest in the shade of the pyramid at its base, toying with numbers. When the officers descended and joined him, Napoleon announced that he had made a calculation of the amount of stone in the pyramid.
There was enough, he said, to build a stone wall 3 meters high and 0.3 meter thick that would enclose the whole of France. Was Napoleon right?