Estimation in the Mathematics Curricula of Denmark, Norway and Sweden: Inadequate Conceptualisations of an Essential Competence

Autor/inn/en	Sunde, Pernille Bødtker; Petersson, Jöran; Nosrati, Mona; Rosenqvist, Eva; Andrews, Paul
Titel	Estimation in the Mathematics Curricula of Denmark, Norway and Sweden: Inadequate Conceptualisations of an Essential Competence
Quelle	In: Scandinavian Journal of Educational Research, 66 (2022) 4, S.626-641 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sunde, Pernille Bødtker) ORCID (Petersson, Jöran) ORCID (Andrews, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2021.1897881
Schlagwörter	Mathematics Curriculum; Foreign Countries; Computation; Curriculum Evaluation; Compulsory Education; Mathematical Concepts; Outcomes of Education; Sweden; Denmark; Norway + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Schulpflicht; Lernleistung; Schulerfolg; Schweden; Dänemark; Norwegen
Abstract	Acknowledging evidence that the ability to estimate has major consequences for both later mathematics learning and real-world functionality, this paper examines the national mathematics curriculum for compulsory school for each of Denmark, Norway and Sweden for the estimation-related opportunities it offers children. Framed against four conceptually and procedurally different forms of estimation (computational, measurement, quantity and number line), each of which is implicated differently in the later learning of mathematics, analyses indicated that none of the four forms of estimation were addressed explicitly in the Norwegian curriculum. Expectations of computational and measurement estimation were present in both the Danish and the Swedish curricula, although neither referred to either quantity or number line estimation. Even when estimation-related learning outcomes were articulated, there was no evidence of the processes by which they might be realised. Finally, there were no acknowledgements that estimation may contribute to the learning of other mathematical topics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01