Computational estimation skill of preservice teachers: operation type and teacher view

Ji Won Son, Qintong Hu, Woong Lim

Research output: Contribution to journalArticle

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.

Original languageEnglish
JournalInternational Journal of Mathematical Education in Science and Technology
DOIs
Publication statusAccepted/In press - 2018 Jan 1

Fingerprint

Pre-service Teachers
teacher
Calculator
Teaching
Skills
instruction
Mathematics Teaching
Correlate
Confidence
confidence

All Science Journal Classification (ASJC) codes

  • Mathematics (miscellaneous)
  • Education
  • Applied Mathematics

Cite this

@article{5fb59a0c872345fc9fa03136f4223a7d,
title = "Computational estimation skill of preservice teachers: operation type and teacher view",
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.",
author = "Son, {Ji Won} and Qintong Hu and Woong Lim",
year = "2018",
month = "1",
day = "1",
doi = "10.1080/0020739X.2018.1532537",
language = "English",
journal = "International Journal of Mathematical Education in Science and Technology",
issn = "0020-739X",
publisher = "Taylor and Francis Ltd.",

}

Computational estimation skill of preservice teachers : operation type and teacher view. / Son, Ji Won; Hu, Qintong; Lim, Woong.

In: International Journal of Mathematical Education in Science and Technology, 01.01.2018.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Computational estimation skill of preservice teachers

T2 - operation type and teacher view

AU - Son, Ji Won

AU - Hu, Qintong

AU - Lim, Woong

PY - 2018/1/1

Y1 - 2018/1/1

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=85055454569&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85055454569&partnerID=8YFLogxK

U2 - 10.1080/0020739X.2018.1532537

DO - 10.1080/0020739X.2018.1532537

M3 - Article

AN - SCOPUS:85055454569

JO - International Journal of Mathematical Education in Science and Technology

JF - International Journal of Mathematical Education in Science and Technology

SN - 0020-739X

ER -