Computational Estimation Skill of Preservice Teachers: Operation Type and Teacher View

Autor/inn/en	Son, Ji-Won; Hu, Qintong; Lim, Woong
Titel	Computational Estimation Skill of Preservice Teachers: Operation Type and Teacher View
Quelle	In: International Journal of Mathematical Education in Science and Technology, 50 (2019) 5, S.682-706 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Son, Ji-Won)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2018.1532537
Schlagwörter	Computation; Mental Computation; Mathematics Instruction; Preservice Teachers; Student Attitudes; Fractions; Numbers; Number Concepts; Elementary Education; Correlation; Calculators; Problem Solving; Elementary School Mathematics + Suchen Sie Ihr Suchwort? Kopfrechnen; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Bruchrechnung; Zahlenraum; Number concept; Zahlbegriff; Elementarunterricht; Korrelation; Calculator; Rechner; Rechenmaschine; Problemlösen; Elementare Mathematik; Schulmathematik
Abstract	Despite the importance of computational estimation skill for the improvement of number sense, little research exists on preservice teachers' estimation skills and their view on estimation in the US context. This study examined the computational estimation skill of 58 preservice elementary teachers (PSTs) and its relationship to their views of the meaning of estimation and the importance of teaching it. Three sets of instruments were used: an estimation task, a computational task, and a belief survey. Results indicated that PSTs performed differently depending on the types of operations on the estimation test. It was also found that different types of problems elicited different strategies. Furthermore, the intervention of the study, along with five other factors were found to significantly correlate with estimation skills. The five factors include PSTs' mathematical knowledge, their reported confidence about estimation skills, their self-reported knowledge about calculator use in instruction, their views of estimation in teaching mathematics, and their definition of estimation. A negative correlation was documented for the knowledge of calculator use in instruction, and positive correlations were present for other factors. Implications are discussed in accordance with these findings. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01