Complutense University Library

Influence of number type and analysis of errors in computational estimation tasks


De Castro Hernández, Carlos and Castro Martínez, Enrique and Segovia Álex, Isidoro (2002) Influence of number type and analysis of errors in computational estimation tasks. In Proceedings of the 26th Conference of the International group for the Psychology of Mathematics Education. University of East Anglia, Norwich, UK, pp. 201-208. ISBN 0-9539983-6-3



In this study we analyze the difficulty of computational estimation tasks –with operations without context– in function of the operation type –multiplication and
division– and number type –whole, decimal greater than one and decimal less than one– that appears in them. Errors made in estimating with decimal numbers less than one are also analyzed. The research counts with the participation of 53 preservice elementary teachers. An estimation test is administered to the teachers and some of them are selected to accomplish interviews. The conclusion is that estimating with decimals less than one is more difficult than with whole numbers or decimals greater than one, and most of the errors –but not all– produced in estimation processes is
due to teachers’ misconceptions about operations of multiplication and division.

Item Type:Book Section
Uncontrolled Keywords:Mathematics Education, Computational Estimation, Decimals, Errors, Teacher Education, Educación Matemática, Estimación en cálculo, Decimales, Errores, Formación de Maestros
Subjects:Humanities > Education > Mathematics study and teaching
ID Code:12633

Bestgen, B., Reys, R., Rybolt, J., & Wyatt, J. W. (1980). Effectiveness of systematic instruction on attitudes and computational estimation skills of preservice elementary teachers. Journal for Research in Mathematics Education, 11, 124-136.

De Corte, E., & Verschaffel, L. (1996). An empirical test of the impact of primitive intuitive models of operations on solving word problems with a multiplicative structure. Learning and Instruction, 6, 219-243.

Greer, B. (1992). Multiplication and division as models of situations. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 276-295). New York: Macmillan Publishing Company.

Goodman, T. (1991). Computational estimation skills of pre-service elementary teachers. International Journal of Mathematical Education in Science and Technology, 22, 259-272.

Levine, D. R. (1980). Computational estimation ability and the use of estimation strategies among college students. Doctoral dissertation. New York University.

Morgan, C. (1990). Factors affecting children’s strategies and success in estimation. In G. Booker, P. Cobb, & T. N. de Mendicuti (Eds.), Proceedings of the Fourteenth Psychology of Mathematics Education Conference (pp. 265-272). Mexico.

Reys, R. E., Bestgen, B. J., Rybolt, J., & Wyatt, J. (1982). Processes used by good computational estimators. Journal for Research in Mathematics Education, 12, 183-201.

Rubenstein, R. (1985). Computational estimation and related mathematical skills. Journal for Research in Mathematics Education, 16, 106-119.

Segovia, I., Castro, E., Castro, E., & Rico, L. (1989). Estimación en cálculo y medida [Computational and measurement estimation]. Madrid: Síntesis.

Tirosh, D., & Graeber, A. O. (1989). Preservice elementary teachers’ explicit beliefs about multiplication and division. Educational Studies in Mathematics, 20, 79-96.

Deposited On:04 May 2011 11:19
Last Modified:06 Feb 2014 09:29

Repository Staff Only: item control page