SYSTEMIC INCONSISTENCIES IN EXCEL'S GCD CALCULATION: A DETAILED ACADEMIC ANALYSIS OF CRITICAL ERRORS, THEIR PROFOUND REPERCUSSIONS ON GLOBAL EDUCATION, AND STRATEGIC PATHWAYS TO SOLUTIONS

Abstract

This article investigates the inconsistencies in the calculation of the Greatest Common Divisor (GCD) in Microsoft Excel and its impact on the teaching of basic mathematics. The study aims to analyze the discrepancies found in the GCD function of Excel, demonstrating how algorithmic errors can compromise learning and the reliability of the tool as a pedagogical resource. The research was conducted through comparative tests between the results provided by Excel and the correct mathematical calculations, in addition to a critical review of reports and discussions about failures in spreadsheet software. The results show that Excel, in certain scenarios, returns incorrect values for the GCD, as illustrated in Figures 5 and 8 (generated by Copilot available in Excel). These inconsistencies represent an obstacle in teaching, as they can induce students to make conceptual errors and hinder the development of logical-mathematical reasoning. Faced with this problem, the article proposes solutions, such as the use of alternative tools, the critical review of the results by the teacher, and the implementation of more robust algorithms. It is concluded that, although Excel is widely used in educational settings, its reliability in essential mathematical operations, such as calculating the GCD, should be questioned. The discussion reinforces the need for greater rigor in the validation of educational software and in teacher training for the critical use of technologies in teaching mathematics.

DOI: https://doi.org/10.56238/sevened2025.029-018