Elke Sekeris, L. De Keyser, L. Verschaffel, K. Luwel
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The development of computational estimation strategies: a longitudinal study with 6- to 7-year-olds
Abstract Research showed that the capacity of making simple estimations begins to develop already at the age of five, but little is known about the early development of this estimation capacity and the strategies that underly it. The current study longitudinally followed the estimation capacity and strategies of 332 children from first to second grade of primary school by gathering strategy information through immediate trial-by-trial verbal reports on 14 addition items divided over six number size levels. Both in first and second grade children already used strategies that exhibited a basic understanding of computational estimation. For instance, their verbalizations suggested that they knew that a good estimate had to be close to the exact answer without necessarily coinciding with it. In addition to these rudimentary computational estimation strategies, we observed an increasing urge in those children to solve computational estimation problems by means of exact arithmetic. Implications for the earlier introduction of computational estimation in primary mathematics education are discussed.
期刊介绍:
This journal provides an international forum for the discussion and rapid dissemination of research findings in psychology relevant to education. The journal places particular emphasis on the publishing of papers reporting applied research based on experimental and behavioural studies. Reviews of relevant areas of literature also appear from time to time. The aim of the journal is to be a primary source for articles dealing with the psychological aspects of education ranging from pre-school to tertiary provision and the education of children with special needs. The prompt publication of high-quality articles is the journal"s first priority. All contributions are submitted "blind" to at least two independent referees before acceptance for publication.