Primary school students’ length estimation competence – a cross-country comparison between Taiwan and Germany
Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › begutachtet
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International Symposium Elementary Mathematics Teaching: Proccedings Opportunities in Learning and Teaching Elementary Mathematics. Hrsg. / Jarmila Novotná; Hana Moraová. Prag: Charles University, Prague, 2019. S. 201-211.
Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › begutachtet
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TY - CHAP
T1 - Primary school students’ length estimation competence – a cross-country comparison between Taiwan and Germany
AU - Hoth, Jessica
AU - Heinze, Aiso
AU - Weiher, Dana Farina
AU - Ruwisch, Silke
AU - Huang, Hsin-Mei E.
PY - 2019
Y1 - 2019
N2 - Estimation competence is assumed to be a relevant skill that needs to be addressed in the mathematics classroom (Sowder, 1992; Bright, 1976). However, little is known about cross-country differences in primary school students’ length estimation competence and what impact different opportunities to learn in the different educational contexts have on this competence. Taking into account an extensive analysis of estimation situations, Heinze et al. (2018) proposed a model that holds 72 estimation situations as a basis for assessing length estimation competence. Based on this model, a test on length estimation competence was developed and used in 43 German and Taiwanese classes. In total, 903 third and fourth grade students fulfilled the length estimation tasks. The test on students’ length estimation competence proved to be partially measurement invariant. Cross-country comparison revealed that Taiwanese students outperform the German students in length estimation.
AB - Estimation competence is assumed to be a relevant skill that needs to be addressed in the mathematics classroom (Sowder, 1992; Bright, 1976). However, little is known about cross-country differences in primary school students’ length estimation competence and what impact different opportunities to learn in the different educational contexts have on this competence. Taking into account an extensive analysis of estimation situations, Heinze et al. (2018) proposed a model that holds 72 estimation situations as a basis for assessing length estimation competence. Based on this model, a test on length estimation competence was developed and used in 43 German and Taiwanese classes. In total, 903 third and fourth grade students fulfilled the length estimation tasks. The test on students’ length estimation competence proved to be partially measurement invariant. Cross-country comparison revealed that Taiwanese students outperform the German students in length estimation.
KW - Didactics of Mathematics
KW - length estimation competence
KW - length estimation situations
KW - opportunities to learn
KW - cross-contry comparison
KW - primary school
UR - https://www.semt.cz/proceedings-19.pdf
M3 - Article in conference proceedings
SN - 978-80-7603-069-5
SP - 201
EP - 211
BT - International Symposium Elementary Mathematics Teaching
A2 - Novotná, Jarmila
A2 - Moraová, Hana
PB - Charles University, Prague
CY - Prag
T2 - International Symposium Elementary Mathematics Teaching - 2019
Y2 - 18 August 2019 through 22 August 2019
ER -