Measuring Experienced Teachers' Linear Estimation Skills At Two Levels of Abstraction
Measuring Experienced Teachers' Linear Estimation Skills At Two Levels of Abstraction
复制标题
在两个抽象层次上衡量经验丰富的教师的线性估计技能
DOI：
10.1111/j.1949-8594.1979.tb09469.x
复制
发表时间：
1979
影响因子：
1.1
通讯作者：
G. Bright
中科院分区：
文献类型：
--
作者：
G. Bright
估计测量值被许多人认为是一项重要的数学技能，但几乎没有数据描述它在不同年龄段的获得。Corle（1960，1963）提供了三个线性测量的估计平均误差：五年级学生为52%，六年级学生为40%，大学三年级学生和小学教师为34%。要估计的尺寸是绳子的长度，篮球的周长和棍子的厚度。Swan（1970）指出，尽管他的数据显然没有系统地收集，但未来的小学教师所做的线性估计的范围往往超过所估计的长度。然而，这些研究关注的是测量估计技能的发展。也许更重要的是教学策略，如估计长度的练习，将在多大程度上促进技能的发展。另外，如果估算技巧可以在真实的情况下得到发展，那么在估算仅以符号形式给出的测量值方面是否有必然的发展？如果是这样的话，可以假设这两者是相关的。如果没有，那么可以认为这两种情况下的技能是不同的。因此，似乎有理由寻求两个问题的答案：
Estimating measurements has been cited as an important mathematical skill by a number of people but there are little data available that describe its acquisition at different ages. Corle (1960, 1963) provides average errors of estimates of three linear measurements: 52% for fifth graders, 40% for sixth graders, and 34% for groups of college juniors and elementary teachers. The measurements to be estimated were the length of a rope, the circumference of a basketball, and the thickness of a stick. Swan (1970) states that the range of linear estimates made by prospective elementary school teachers often exceeds the length being estimated, although his data were apparently not gathered systematical-ly.The concern of those studies, however, has been on measuring the development of estimation skills. Perhaps more important is the degree to which an instructional strategy, such as practice at estimating lengths, will enhance the development of the skill. Also, if estimation skills can be developed for real situations, is there corollary development in estimat-ing measurements given solely in symbolic form? If so, it may be assumed that the two arerelated. If not, then one can suggest that the skills in the two situations are different. It seems reasonable, therefore, to seek answers to two questions: