Measurement estimation in primary school: Which answer is adequate?
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. ed. / Kim Beswick; T. Muir; J. Fielding-Wells. Vol. 4 Hobart (Australien): International Group for the Psychology of Mathematics Education, 2016. p. 113-120.
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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RIS
TY - CHAP
T1 - Measurement estimation in primary school
T2 - 39th Conference of the International Group for the Psychology of Mathematics Education - IGPME 2015
AU - Ruwisch, Silke
AU - Heid, Marleen
AU - Weiher, Dana Farina
N1 - Conference code: 39
PY - 2016/5/24
Y1 - 2016/5/24
N2 - 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.
AB - 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.
KW - Didactics of Mathematics
KW - Grundschule
KW - Schätzen
KW - Größen
UR - http://www.lulu.com/shop/kim-beswick-and-jill-fielding-wells-and-tracey-muir/proceedings-of-the-39th-conference-of-the-international-group-for-the-psychology-of-mathematics-education-volume-4/paperback/product-22764775.html
UR - https://www.mendeley.com/catalogue/1b2112fe-7efd-3626-a906-39f2354131ee/
M3 - Article in conference proceedings
SN - 9781326664138
VL - 4
SP - 113
EP - 120
BT - Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education
A2 - Beswick, Kim
A2 - Muir, T.
A2 - Fielding-Wells, J.
PB - International Group for the Psychology of Mathematics Education
CY - Hobart (Australien)
Y2 - 13 July 2015 through 18 July 2015
ER -