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| Autor/in | Russo, James |
|---|---|
| Titel | Dynamic Estimation: A Guided Approach to Refining Student Estimates |
| Quelle | In: Australian Primary Mathematics Classroom, 23 (2018) 3, S.4-7 (4 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1326-0286 |
| Schlagwörter | Foreign Countries; Mathematics Skills; Problem Solving; Computation; Elementary School Students; Mathematics Instruction; Elementary School Mathematics; Mathematics Activities; Australia |
| Abstract | Estimation is such an important yet sometimes overlooked skill. Enhancing estimation skills through exposing students to enumeration ('how many') problems where they are required to estimate before calculating is a critical aspect of developing number sense (Reys et al., 2012). This article describes a 'how many' problem undertaken with a small group of Year 1 students (identified by their teachers as high-performing), in which students were given repeated opportunities to refine their estimates as additional information became available. This can be described as dynamic estimation, and is presented as a counterpoint to the idea that estimates should only occur at one point in time (i.e., before beginning a problem), typically when very little information is available to students. Although the activity as it is discussed in this article is confined to estimates in relation to a container of counters, it could easily be replicated using a more engaging, context-rich, enumeration task such as an outdoors maths lesson counting sheoak cones (Parrington & Millar, 2018). (ERIC). |
| Anmerkungen | Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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