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| Autor/in | Muir, Tracey |
|---|---|
| Titel | When Near Enough Is Good Enough: 8 Principles for Enhancing the Value of Measurement Estimation Experiences for Students |
| Quelle | In: Australian Primary Mathematics Classroom, 10 (2005) 2, S.9-14 (6 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1326-0286 |
| Schlagwörter | Teaching Methods; Measurement; Educational Strategies; Mathematics Education; Foreign Countries; Problem Solving; Thinking Skills; Primary Education; Australia |
| Abstract | Adults and children often encounter situations where they have to make judgments about "how much" or "how long" or "how many." The significance of estimation as an ordinary, everyday, and natural aspect of measurement needs to be conveyed to students through their mathematical experiences. Many students, however, tend to view estimation as a difficult technique where success is dependent upon how close the student's estimate is to the teacher's estimate rather than a useful and practical experience. Teachers and students need to realize, however, that estimation is not simply guessing, but rather an informed judgment. The ability to reliably "predict" a reasonable answer encourages reflective thinking and problem-solving behaviours, especially when two answers are disparate and the student has to decide where the error has been made. In this article, the author outlines eight principles of estimation that may assist teachers with making estimation a more purposeful and enjoyable experience for students. (Contains 3 figures and 1 footnote.) (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 | 2017/4/10 |
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