Quantitative Estimation: One, Two, or Three Abilities?

Hogan, Thomas P.; Brezinski, Kristen L.

doi:10.1207/s15327833mtl0504_02

Cited by 52 publications

(54 citation statements)

References 41 publications

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“…This finding confirms that perceptual abilities play a major role in many reasoning tasks (Ackerman and Cianciolo, 2000). This distinction between numerical and spatial skills is important because principle components analysis of a variety of mathematical reasoning (psychometric) tests found two principle components: one related to computational estimation and the other related to numerosity and measurement estimation that could be based on spatial ability (Hogan and Brezinski, 2003).…”

Section: Which Strategies Do Students Use To Improve Their Estimates?supporting

confidence: 66%

From Research to Practice and Back: The Animation Tutor Project

Reed

2005

Educ Psychol Rev

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Section: Which Strategies Do Students Use To Improve Their Estimates?supporting

confidence: 66%

From Research to Practice and Back: The Animation Tutor Project

Reed

2005

Educ Psychol Rev

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“…"), and computational estimation (e.g., "about how much is 3576 times 70?"). The first two of these may be more related to visuo-spatial ability than quantitative ability (Hogan & Brezinski, 2003). One other area of research in child estimating skills, primarily in the neuropsychology literature, concerns time estimation and its variability among children with learning disabilities or other clinical conditions (Barkley, Koplowitz, Anderson, & McMurray, 1997;Hetherington, Dennis, & Spiegler, 2000;Overy, Nicolson, Fawcett, & Clarke, 2003;Shaw & Brown, 1999).…”

mentioning

confidence: 99%

It Takes Nine Days to Iron a Shirt: The Development of Cognitive Estimation Skills in School Age Children

Harel

Cillessen

Fein

et al. 2007

Child Neuropsychology

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Data are presented for 315 elementary school-aged children (K-11) who took the Biber Cognitive Estimation Test, a 20-item test with five estimation questions in each of four domains: quantity, time/duration, weight, and distance/length. Performance showed significant development yearly until around the age of nine years, with much slower development subsequently. No gender effects were found. Age and fund of knowledge correlated with overall test performance. Fund of information accounted for a large proportion of the variance in estimation skills for children 8 years and under, but not for children 9 years and older. Since estimation skills require retrieval and manipulation of relevant knowledge and inhibition of impulsive responding and are necessary in many everyday tasks, it was anticipated that this test may provide a useful measure of judgment and estimations and may correlate with other executive skills in school-aged children.

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“…Thus students who made many attempts for aspects of the shapes also made many attempts at estimating volumes. This runs counter to the hypothesis that these two types of estimation represent the independent abilities (Hogan & Brezinski, 2003) of measurement and computational estimation.…”

Section: Analysis and Resultscontrasting

confidence: 66%

“…Making estimates for aspects of the shapes and making estimates for the volumes suggested two distinct abilities. Measurement estimation and computational estimation have been found to be independent abilities (Hogan & Brezinski, 2003). Estimating aspects, such as length or radius, is a form of measurement estimation (Joram et al, 1998).…”

Section: Study 3: Volume Estimation Objectivesmentioning

confidence: 99%

Feedback in Software and a Desktop Manufacturing Context for Learning Estimation Strategies in Middle School

Malcolm

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The ability and to make good estimates is essential, as is the ability to assess the reasonableness of estimates. These abilities are becoming increasingly important as digital technologies transform the ways in which people work. To estimate is to provide an approximation to a problem that is mathematical in nature, and the ability to estimate is closely related to several key mathematical skills and aptitudes. These combined aptitudes allow individuals to judge reasonableness, or the proximity of estimates to the actual exact answer. Types of estimation such as computational and measurement estimation hinge on this sense of the reasonableness of an answer, but the concept of reasonableness itself is not given sufficient attention in primary and secondary grades in the U.S.Digital technology provides the means to explore and refine student estimation strategies. Four studies were conducted with upper-elementary and middle school student participants. These featured the Estimation Calculator that provides immediate feedback on the percent error of estimates.The first three exploratory studies provided a backdrop for the fourth study, which was conducted at a public middle school. This study also featured emergent desktop manufacturing technology. Such technology allows digital designs to be printed in three dimensions. The geometric nature of 3D design was used in conjunction with estimation instruction for a unit on computational and volume estimation. The guiding question in the research was whether instruction and practice with estimation-feedback software and 3D design software would influence students' estimates and strategies.Estimation skills vary widely by class assignment. Students in a standard seventh grade mathematics class made estimates that were significantly less reasonable (partial ω 2 = .02) than those of two advanced classes. The complexity of their strategies, as measured by digits that were included or ignored during rounding, was notably higher than their peers, suggesting that they were unfamiliar with simplification in estimation (Lefevre, Greenham & Waheed, 1993). An interaction effect (partial ω 2 = .03) was present between the complexity of their estimates and those of their peers in advanced mathematics classes, suggesting an aptitude-treatment-interaction. Estimates using volume were hindered by computational estimation errors for all groups.

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Quantitative Estimation: One, Two, or Three Abilities?

Cited by 52 publications

References 41 publications

From Research to Practice and Back: The Animation Tutor Project

From Research to Practice and Back: The Animation Tutor Project

It Takes Nine Days to Iron a Shirt: The Development of Cognitive Estimation Skills in School Age Children

Feedback in Software and a Desktop Manufacturing Context for Learning Estimation Strategies in Middle School

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