Estimation Skills in Mathematics

Smart, James R.

doi:10.1111/j.1949-8594.1982.tb10072.x

Cited by 4 publications

(2 citation statements)

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“…In conclusion, the curricula of all three Scandinavian countries, especially the Norwegian, offer few, if any, explicit opportunities for children to acquire any form of estimational competence. Moreover, both Danish and Swedish expectations resonate with Smart's (1982) historical view of estimation as a utilitarian tool to support calculation and measurement. That is, both reflect a mathematical history rather than a mathematical future and, in so doing, fail to acknowledge the two forms of estimation with the greatest developmental implications, number line estimation and quantity estimation, with, we posit, profound implications for the later learning of other areas of mathematics (Wong et al, 2016).…”

Section: Discussionmentioning

confidence: 98%

Estimation in the Mathematics Curricula of Denmark, Norway and Sweden: Inadequate Conceptualisations of an Essential Competence

Sunde

Petersson

Nosrati

et al. 2021

Scandinavian Journal of Educational Research

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Acknowledging evidence that the ability to estimate has major consequences for both later mathematics learning and real-world functionality, this paper examines the national mathematics curriculum for compulsory school for each of Denmark, Norway and Sweden for the estimation-related opportunities it offers children. Framed against four conceptually and procedurally different forms of estimation (computational, measurement, quantity and number line), each of which is implicated differently in the later learning of mathematics, analyses indicated that none of the four forms of estimation were addressed explicitly in the Norwegian curriculum. Expectations of computational and measurement estimation were present in both the Danish and the Swedish curricula, although neither referred to either quantity or number line estimation. Even when estimation-related learning outcomes were articulated, there was no evidence of the processes by which they might be realised. Finally, there were no acknowledgements that estimation may contribute to the learning of other mathematical topics.

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Section: Discussionmentioning

confidence: 98%

Estimation in the Mathematics Curricula of Denmark, Norway and Sweden: Inadequate Conceptualisations of an Essential Competence

Sunde

Petersson

Nosrati

et al. 2021

Scandinavian Journal of Educational Research

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show abstract

“…Reys'e (1986) göre tahmin etmek bir konu hakkında karar verebilmek adına net cevaba olabildiğince yakın cevap üretebilme sürecidir. Smart (1982) tahmin kavramı için yaklaşık bir fikir sahibi olmak derken, Thompson (1979) ise tahmin etmenin eğitilmiş öngörü olduğunu belirtir. Alanyazında yapılan tanımlara dayanarak bu çalışmada araştırmacılar tahmin etme kavramını, eldeki verileri esnek ve hızlıca alışagelmemiş zihinsel bir süreçten geçirerek kabul edilebilir bir sonuç elde etmek olarak tanımlamışlardır.…”

Section: Introductionunclassified

Ortaokul Matematik Öğretmenlerinin Tahmin Hakkındaki Görüşleri

Boz-Yaman¹,

Bulut²

2017

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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-The purpose of the study is to investigate 5-8th grades mathematics teachers' opinions on estimation.The phenomenological research design is used. The semi-structured interviews were conducted with seven teachers who have been experienced in various mathematics curricula. According to analysis, definition of estimation, types of estimation, strategies of estimation, instructional activities in/out of the class, difficulties during teaching of estimation and importance of estimation are seven themes of the study. The results are revealed that most of the teachers could not define estimation and identify types and strategies of estimation.Even though they thought that estimation is an important skill for daily life but they do not provide appropriate teaching environments. The most important reason is that teachers do not believe the necessity of learning estimation, they think that estimations is not going to be asked in the national exams and they do not have enough competency about estimation.

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The relation between ANS and symbolic arithmetic skills: The mediating role of number-numerosity mappings

Wong

Tang³

2016

Contemporary Educational Psychology

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Estimation Skills in Mathematics

Cited by 4 publications

References 0 publications

Estimation in the Mathematics Curricula of Denmark, Norway and Sweden: Inadequate Conceptualisations of an Essential Competence

Estimation in the Mathematics Curricula of Denmark, Norway and Sweden: Inadequate Conceptualisations of an Essential Competence

Ortaokul Matematik Öğretmenlerinin Tahmin Hakkındaki Görüşleri

The relation between ANS and symbolic arithmetic skills: The mediating role of number-numerosity mappings

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