Measurement estimation in primary school: Which answer is adequate?

Research output: Contributions to collected editions/worksArticle in conference proceedingsResearchpeer-review

Authors

Measurement estimation is seen as an important part of mathematics learning, although still very little is known about children’s abilities in this respect. To make matters worse, criteria for the adequacy of estimates are arbitrarily chosen and differ in studies on this topic. If teachers have to evaluate students’ estimation performances, they need criteria, too. In this paper, we first present some of those studies and their criteria for adequacy. These criteria are evaluated and prepared for discussion by applying them to data from an interview study with 4th grade students estimating length and capacity. This empirical basis for discussion is complemented by data of expert opinions about the items and children’s results.
Translated title of the contributionGrößen schätzen in der Grundschule: Welche Antwort ist adäquat?
Original languageEnglish
Title of host publicationProceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education
EditorsKim Beswick, T. Muir, J. Fielding-Wells
Number of pages8
Volume4
Place of PublicationHobart (Australien)
PublisherInternational Group for the Psychology of Mathematics Education
Publication date24.05.2016
Pages113-120
ISBN (print)9781326664138
ISBN (electronic)9781326664350
Publication statusPublished - 24.05.2016
Event39th Conference of the International Group for the Psychology of Mathematics Education - IGPME 2015 - Hobart, Australia
Duration: 13.07.201518.07.2015
Conference number: 39
http://www.utas.edu.au/education/events/events/2015/psychology-of-mathematics-education-pme39-conference

Documents