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

Ji Won Son, Qintong Hu, Woong Lim

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)


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
Pages (from-to)682-706
Number of pages25
JournalInternational Journal of Mathematical Education in Science and Technology
Issue number5
Publication statusPublished - 2019 Jul 4

Bibliographical note

Publisher Copyright:
© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.

All Science Journal Classification (ASJC) codes

  • Mathematics (miscellaneous)
  • Education
  • Applied Mathematics


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