{"title":"Do mathematical thinking processes influence visual estimation skills in students?","authors":"Emel Çilingir Altiner, M. Cihangir Doğan","doi":"10.1080/00220671.2023.2269529","DOIUrl":null,"url":null,"abstract":"AbstractIn this study, the visual estimation skills of fourth grade elementary school students based on their mathematical thinking processes were investigated. The research questions focus on understanding how students’ mathematical thinking processes influence their visual estimation skills. A total of 445 students participated in the study. The relational scanning model was used to determine the relationship between students’ visual estimation skills and their mathematical thinking processes. The Mathematical Process Instrument and the Visual Estimation Skills test were used as data-gathering tools. The data obtained were analyzed using different statistical methods, including the chi-squared test, t-test, and single-factor analysis of variance. The findings contribute to our understanding of the complex relationship between mathematical thinking processes and visual estimation skills in students, addressing the research questions raised in the study. These results can inform educators and instructional designers when developing effective teaching materials and strategies that cater to students’ diverse thinking processes.Keywords: Elementary school studentsmathematical thinkingmathematical thinking processvisual estimation Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors would like to thank the Scientific and Technological Research Council of Turkey (TUBITAK, Project Code: 1649B031500067m) for their financial support.Notes on contributorsEmel Çilingir AltinerDr. Emel Çilingir Altıner (corresponding author) is a researcher in the Department of Elementary School Education, Çukurova University, Turkey. She teaches graduate courses in elementary school education for mathematics. She has published articles and book chapters on mathematics in elementary school education.M. Cihangir DoğanProf. Dr. M. Cihangir DOĞAN is a researcher in the Department of Elementary School Education, Marmara University, Turkey. He teaches graduate courses in elementary school education for sociology, mathematics in other disciplines at primary school level. He has published articles and book chapters on elementary school education.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":2.0000,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Educational Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/00220671.2023.2269529","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
AbstractIn this study, the visual estimation skills of fourth grade elementary school students based on their mathematical thinking processes were investigated. The research questions focus on understanding how students’ mathematical thinking processes influence their visual estimation skills. A total of 445 students participated in the study. The relational scanning model was used to determine the relationship between students’ visual estimation skills and their mathematical thinking processes. The Mathematical Process Instrument and the Visual Estimation Skills test were used as data-gathering tools. The data obtained were analyzed using different statistical methods, including the chi-squared test, t-test, and single-factor analysis of variance. The findings contribute to our understanding of the complex relationship between mathematical thinking processes and visual estimation skills in students, addressing the research questions raised in the study. These results can inform educators and instructional designers when developing effective teaching materials and strategies that cater to students’ diverse thinking processes.Keywords: Elementary school studentsmathematical thinkingmathematical thinking processvisual estimation Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors would like to thank the Scientific and Technological Research Council of Turkey (TUBITAK, Project Code: 1649B031500067m) for their financial support.Notes on contributorsEmel Çilingir AltinerDr. Emel Çilingir Altıner (corresponding author) is a researcher in the Department of Elementary School Education, Çukurova University, Turkey. She teaches graduate courses in elementary school education for mathematics. She has published articles and book chapters on mathematics in elementary school education.M. Cihangir DoğanProf. Dr. M. Cihangir DOĞAN is a researcher in the Department of Elementary School Education, Marmara University, Turkey. He teaches graduate courses in elementary school education for sociology, mathematics in other disciplines at primary school level. He has published articles and book chapters on elementary school education.
期刊介绍:
The Journal of Educational Research is a well-known and respected periodical that reaches an international audience of educators and others concerned with cutting-edge theories and proposals. For more than 100 years, the journal has contributed to the advancement of educational practice in elementary and secondary schools by judicious study of the latest trends, examination of new procedures, evaluation of traditional practices, and replication of previous research for validation. The journal is an invaluable resource for teachers, counselors, supervisors, administrators, curriculum planners, and educational researchers as they consider the structure of tomorrow''s curricula. Special issues examine major education issues in depth. Topics of recent themes include methodology, motivation, and literacy. The Journal of Educational Research publishes manuscripts that describe or synthesize research of direct relevance to educational practice in elementary and secondary schools, pre-K–12. Special consideration is given to articles that focus on variables that can be manipulated in educational settings. Although the JER does not publish validation studies, the Editors welcome many varieties of research--experiments, evaluations, ethnographies, narrative research, replications, and so forth.