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Skilled and less skilled estimators strategies for estimating discrete quantities

Crites, Terry (1992) Skilled and less skilled estimators strategies for estimating discrete quantities. Elementary School Journal, 92 (5). pp. 601-619. ISSN 1554-8279

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Publisher’s or external URL: http://dx.doi.org/10.1086/461709

Abstract

This study describes strategies that third-, fifth-, and seventh-grade students used when making estimates of discrete quantities. An estimation test was administered to 401 students from a small, rural, midwestern district to stratify the population into thirds. From each grade, 6 students who had test scores in the top one-third and 6 students with scores from the bottom third (a total of 36 students) were interviewed individually about the strategies they used to solve 20 questions involving estimation of discrete quantities. The most commonly used strategies were benchmark comparison, eyeball, and decomposition/recomposition. Interview data suggested that (a) successful estimators tended to use the decomposition/recomposition and multiple benchmark strategies; (b) less successful estimators generally used perceptually based strategies; (c) skilled estimators were more successful than less skilled estimators on to-be-estimated items that contained large numbers; and (d) skilled estimators made more acceptable estimates, tended to subdivide problems into parts, and guessed less often than less skilled estimators.

Item Type: Article
Publisher’s Statement: © 1992 by The University of Chicago. All rights reserved.
ID number or DOI: 10.1086/461709
Subjects: Q Science > QA Mathematics
NAU Depositing Author Academic Status: Faculty/Staff
Department/Unit: College of Engineering, Forestry, and Natural Science > Mathematics and Statistics
Date Deposited: 07 Oct 2015 18:37
URI: http://openknowledge.nau.edu/id/eprint/644

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