Computational estimation for numeracy

Edwards, Audrey T.

doi:10.1007/bf00380439

Cited by 8 publications

(7 citation statements)

References 4 publications

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“…The results of this study have been useful and helpful in guiding the research of number sense. Edwards (1984) believed that improving the teaching of computational estimation is related to encourage the development of number sense.…”

mentioning

confidence: 99%

Exploring The Connections Among Number Sense, Mental Computation Performance, And The Written Computation Performance Of Elementary Preservice School Teachers

Tsao

2004

TLC

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The purpose of this study is to a) explore connections among number sense, mental computation performance and the written computation performance of elementary preservice school teachers; and b) explore the correlation among mental computation skills, computation skills, effect issues and number sense. The sample was composed of students in six intact entry?level mathematics sections of a course populated by preservice elementary school teachers. One hundred fifty-five participants from these six classes completed data collection tasks during the Spring 2002 semester for the study. Regression analyses were used to investigate the correlation of written computation skills, mental computation skills, and affective domain with regard to number sense. Three of these subscales of Conference Learning Mathematics, Mathematics Anxiety, Effectance Motivation of Mathematics, Mental Computation Test score, and Written Computation Test score were found to positive significantly correlate with Number Sense Test score success at the a= 0.001 level. Overall, the six independent variables considered in this study accounted for 57.1% of the variation in Number Sense Test score, with Mental Computation Test, and Written Computation Test having the strongest effects.

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Exploring The Connections Among Number Sense, Mental Computation Performance, And The Written Computation Performance Of Elementary Preservice School Teachers

Tsao

2004

TLC

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“…Why focus on mental computation tasks? Research of adult usage of mathematics shows that over 80 percent of all mathematical computations in daily life involve mental manipulation of numerical quantities rather than paper/pencil computation (Wandt & Brown, 1957;Edwards, 1984). Ironically, recent su../eys show that much more time in elementary school mathematics in Japan and the United States is directed toward written computation than mental or mechanical (calculator) computation (Flanders, 1987;Nagasaki, 1987).…”

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confidence: 99%

Mental Computation Performance and Strategy Use of Japanese Students in Grades 2, 4, 6, and 8

Reys¹,

Reys²,

Nohda³

et al. 1995

Journal for Research in Mathematics Education

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While the emphasis and content of school mathematics differ little between Japan and America, by the time students reach junior high school, performance as measured by international studies differs greatly. This report provides a profile of the attitudes toward, strategies used, and performance on mental computation of Japanese students in grades 2, 4, 6, and 8, in order to identify factors that may contribute to this difference. Students in two randomly selected classes in each of grades 2, 4, and 6, and six randomly selected classes in grade 8 were selected from three elementary and one junior high school in Tshuchiura, Japan. Data were collected using a preference survey of numerical computation methods used, an attitude survey, a mental computation test, and interviews of selected students in grac'es 4 and 8. The major findings were that: (1) Japanese students thought both mental computation and written computation were important; (2) teacher attitudes toward mental computation varied; (3) students across all grades preferred mental computations; (4) a wide range of performance on mental computation was found; (5) performance levels on items presented visually was significantly higher than those presented orally; (6) performance on common items increased as schooling increased; (7) the range of mental computation strategies was very narrow; and (8) few students in the interview were able to express alternative strategies for mentally computing an item. Six appendices contain copies of the instruments and the categorization of anticipated strategies.

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“…La estimación en definitiva "presenta a los estudiantes otra dimensión de las matemáticas; algunos términos como aproximadamente, casi, más cerca de, entre, un poco menos que, ilustran la idea de que las matemáticas implican algo más que exactitud" (N.C.T.M., 1991, p.36). La razón que resume todo tipo de argumentaciones en defensa de la enseñanza de la estimación la dan Edwards (1984, p.61) y Hope (1989: la Estimación desarrolla el Sentido Numérico.…”

Section: Razones Para La Incorporación De La Estimación Al Currículo unclassified

“…Edwars (1983) desarrolla e implementa un programa para la enseñanza de la estimación en cálculo para adultos. Edwards (1984) analiza las causas del fracaso de la enseñanza de la estimación: multiplicidad de métodos de estimación, evaluación difícil y la consideración, por el alumnado e incluso el profesorado, que la estimación es una forma de hacer matemáticas "inferior". Reys, Bestgen, Trafton y Zawojewski (1984) desarrollan unas lecciones de estimación en cálculo, las implementan y evalúan los resultados.…”

Section: Comparación De Métodos De Enseñanzaunclassified

La estimación en el cálculo y en la medida: fundamentación curricular e investigaciones desarrolladas en el Departamento de Didáctica de la Matemática de la Universidad de Granada

Alex

Martínez

2017

EJREP

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Computational estimation for numeracy

Cited by 8 publications

References 4 publications

Exploring The Connections Among Number Sense, Mental Computation Performance, And The Written Computation Performance Of Elementary Preservice School Teachers

Exploring The Connections Among Number Sense, Mental Computation Performance, And The Written Computation Performance Of Elementary Preservice School Teachers

Mental Computation Performance and Strategy Use of Japanese Students in Grades 2, 4, 6, and 8

La estimación en el cálculo y en la medida: fundamentación curricular e investigaciones desarrolladas en el Departamento de Didáctica de la Matemática de la Universidad de Granada

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