SEMANTIC AMBIGUITY OF THE EXCEL QUOTIENT FUNCTION: PEDAGOGICAL IMPLICATIONS AND PARAMETERIZATION OF THE QUOTIENT

Abstract

Digital calculation tools play a central role in mathematics education by mediating the relationship between formal concepts and classroom practices. This article analyzes the Excel 365 “QUOTIENT” function from a pedagogical and epistemological perspective, arguing that the central issue does not lie in the calculation performed, but in the semantic ambiguity associated with the use of the term quotient. In mathematics, the quotient corresponds to the complete result of a division and is not restricted to its integer part. This definition is recognized within the software ecosystem itself, as evidenced by conceptual responses provided by the natural language–based assistant integrated into Excel. In contrast, the “QUOTIENT” function implements a restricted and non-parameterized operation, producing a dissociation between conceptual denomination and operational behavior. This dissociation manifests consistently both in the spreadsheet interface and in the VBA programming environment, indicating that it reflects a design decision stabilized over time rather than a punctual technical limitation. As a pedagogical counterpoint, the article presents the development of a custom function built within the Excel environment that makes explicit the control of result precision. This resource demonstrates that making such a mathematical decision explicit is technically feasible and pedagogically relevant, without compromising system backward compatibility. By articulating semantic ambiguity, retroactivity, and pedagogical practice, the study analyzes the QUOTIENT function as a paradigmatic case of how historical design choices in widely adopted technologies can influence the mediation of mathematical knowledge.