On roots and squares – estimation, intuition and creativity

Patkin, Dorit; Gazit, Avikam

doi:10.1080/0020739x.2013.770090

Cited by 3 publications

(3 citation statements)

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“…In recent years, giftedness has been one of the most controversial concepts The importance of estimation skills is emphasized in many studies in the field of mathematics education (Möhring, Frick, & Newcombe, 2018;Patkin & Gazit, 2013;Segovia & Castro, 2009;Yun-hing, 2007). In studies, it has been stated that estimation skill has beneficial effects on many other mathematical skills such as calculation from mind, spatial and proportional reasoning skills as well as important in daily life (NCTM, 2000;Möhring et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…In studies, it has been stated that estimation skill has beneficial effects on many other mathematical skills such as calculation from mind, spatial and proportional reasoning skills as well as important in daily life (NCTM, 2000;Möhring et al, 2018). It has been determined that estimation activities improve students' understanding of mathematics concepts (Patkin & Gazit, 2013). It has also been reported that estimation activities can help students develop different strategies in the problem solving process (Singh, Rahmanb, Ramlyc, & Hoon, 2019).…”

Section: Introductionmentioning

confidence: 99%

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An Investigation of the Measurement Estimation Strategies Used by Gifted Students

Erdoğan

Erben²

2020

Journal of Computer and Education Research

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This study aimed to investigate the measurement estimation strategies used by gifted students. Case study was used. 17 seventh grade students who were studying in the Science and Art Center located in a province in Eastern Anatolia Region of Turkey and who were identified as gifted participated in this study. The data was obtained through "The Measurement Estimation Skill Form" which includes nine openended tasks. In addition, clinical interviews were conducted with five students. The data were analyzed using descriptive analysis. The findings of this study indicates that students use eight different strategies, which rough guess ,breaking down, using prior knowledge, reference point, unit iteration, comparison with referents, subdivision clues and squeezing, in cases requiring measurement estimation. It was also found that while gifted students mostly used strategy "rough guess", strategies "subdivision clues" and "squeezing" are used very little. Furthermore, the findings of this study show that gifted students did not use different strategies at the expected level in the measurement estimation situations.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An Investigation of the Measurement Estimation Strategies Used by Gifted Students

Erdoğan

Erben²

2020

Journal of Computer and Education Research

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“…NCTM (1989NCTM ( , 2000 yayınladığı standartları içinde tahmin etmenin öğrencilerin sayıları anlama, onlarla esnek bir şekilde işlem yapabilme ve cevaplarının anlamlılığını tartışma gibi konuları kavrayabilmeleri için önemli bir araç olduğunu belirtmektedir. Bunlara ek olarak yapılan araştırmaların sonuçlarından yararlanarak tahmin becerilerinin faydaları şu şekilde sıralanabilir: Matematik kavramlarını kazandırma (Lemaire, Lecacheur & Farioli, 2000;Patkin & Gazit, 2013;Siegler & Booth, 2005); sayı duyusu/algısını geliştirme (Carroll,1996); öğrencilerin ölçme ile ilgili anlamalarını değerlendirme (Gooya et al, 2011); matematiksel ilişkilerin genel olarak anlaşılmasını sağlama (Dowker, 1992); bilgiyi yapılandırma (Osborne, e-mail: burcak@mu.edu.tr 53 2005); becerileri gerçek yaşamda kullanma (Siegel, Goldsmith, & Madson, 1982); bilişüstü becerileri ilerletme (Carroll, 1996); öğrencilerin motivasyonunun artmasına ve standart olan birimlere alışmalarına yardım etme ( Van de Walle, 2004); tahmin stratejilerini paylaşımının öğrencilerin farklı düşünme biçimlerini anlamalarına olanak sağlaması ve sınıfta zengin bir tartışma ortamı sunma (NCTM, 2000); kağıt-kalem hesaplama veya hesap makinesi ile elde edilen cevabın kabul edilebilirliğine dair karar verilmesi (Bestgen, Reys, Rybolt, & Wyatt, 1980) ve matematiğin içinde risk almayı öğretmesi, böylece çocukların değişik stratejileri uygulama konusunda esneklik kazanması, bunun da öğrencileri yeni yollar bulmaya isteklendirmesi (Adams, Onslow, Edmunds, Chapple, & Waters, 2005) şeklinde sayılabilir.…”

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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