Estimation in the Primary Mathematics Curricula of the United Kingdom: Ambivalent Expectations of an Essential Competence

Autor/inn/en	Andrews, Paul; Xenofontos, Constantinos; Sayers, Judy
Titel	Estimation in the Primary Mathematics Curricula of the United Kingdom: Ambivalent Expectations of an Essential Competence
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 8, S.2199-2225 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Andrews, Paul) ORCID (Xenofontos, Constantinos) ORCID (Sayers, Judy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2020.1868591
Schlagwörter	National Curriculum; Elementary School Mathematics; Mathematics Education; Computation; Measurement; Numbers; Mathematical Concepts; Foreign Countries; Cultural Differences; United Kingdom (England); United Kingdom (Scotland); United Kingdom (Wales); United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Mathematische Bildung; Messverfahren; Zahlenraum; Ausland; Kultureller Unterschied
Abstract	In this paper, we examine the national curricula for primary mathematics for each of the four constituent nations of the United Kingdom (England, Northern Ireland, Scotland and Wales) for the estimation-related opportunities they offer children. Framed against four conceptually and procedurally different forms of estimation (computational, measurement, quantity and number line), the analyses indicate that computational estimation and measurement estimation were addressed in all four curricula, albeit from a skills-acquisition perspective, with only the Scottish offering any meaningful justification for their inclusion. The process of rounding, absent in the Northern Ireland curriculum, was presented as an explicit learning objective in the English, Scottish and Welsh curricula, although it was only the Scottish that made explicit the connections between rounding and computational estimation. In all curricula, both quantity estimation and number line estimation were effectively absent, as was any explicit acknowledgement that learning to estimate, irrespective of its form, has a developmental role in the learning of other mathematical topics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01