This Google Search brings up a Gov.uk publication on the top link which is difficult to find on their website (Archived?)
Essentially it covers all kinds of internet and ICT links rather than using Excel Spreadsheet input to reflect on maths calcs.
Some of its findings reflect attitudes:-
Effect on teachers and their pedagogical beliefs Collaboration between pupils using ICT clearly alters the nature of the classroom as relationships between pupils and teachers change. At times the teacher will be more of a leading team player than a sole dispenser of knowledge,and this may conflict with their pedagogical beliefs. Jarrett (1998) reports three changes among teachers using technology: ● ● ● Raised expectations of pupils A more student-centred approach to teaching Greater willingness to experiment. This implies that ICT supports a constructivist pedagogy,where pupils use technology to explore and reach an understanding of mathematical concepts. Connell (1998) investigated the effect of the teacher’s pedagogical beliefs on the effectiveness of ICT, comparing a classroom run along constructivist principles (where pupils were encouraged to explore and test) with one where the technology was used primarily as a presentational tool for pre-packaged material, more akin to a behaviourist approach. At the end of the study,pupils in the constructivist class showed a marked improvement relative to the other class,suggesting that it is necessary to align the philosophy of the classroom with the use of ICT. Ruthven and Hennessy (2002) examined the pedagogical ideas behind maths teachers’use of ICT. What they found though,suggested that the opposition between constructivist and behaviourist philosophies is unhelpful in the UK context: teachers were using both approaches in their teaching,and finding them to be complementary. It was clear to teachers that the use of ICT was changing classroom conditions,but they accepted this, and welcomed the fact that it assisted the conducting of investigations by pupils. In doing this, it was assisting teachers to realise what was already established practice,more effectively. Certain aspects of ICT though (such as ‘tinkering’, where pupils used ICT to explore and manipulate results) were causing teachers to reconsider their practice, and to develop their pedagogical thinking.