Analysis of the Factors Influencing Understanding of the Computational Estimation and Creation of New Estimation Materials

通过本研究明确了以下三点.小学儿童被要求完成两种计算估计任务：估计目标计算问题答案的广度任务和回答答案的最大左手数任务。两种计算性估计任务均与个位数加法和心算有显著相关。一位数加法和心算似乎是计算估计的基本因素。儿童在实际购物情境中表现出以下三种计算策略：（1）精确地进行心理计算，（2）开始心理计算，但中途改变策略以获得粗略的数字，（3）将数字四舍五入并相加。尽管在小学没有关于计算估计策略的训练，但儿童能够在日常情况下设计出几种策略。方差分析结果表明，年龄是影响计算性估计的重要主因素，“纠错经验”也是影响计算性估计的次主因素。在“纠错体验”中，儿童在购物过程中通过录像机纠正对方的计算错误，在计算估计任务中纠正自己的错误。

Following three points were made clear through this research.1. Elementary school children were given two kinds of computational estimation tasks : task to estimate the span of the answers on target calculation problems, and task to answer the most left hand numbers of the answer. Both computational estimation tasks had significant relationships with single digit addition and mental computation. Single digit addition and mental computation seem to be the fundamental factors of the computational estmation.2. Children showed the following three computational strategies on actual shopping situations : (1)do the mental computation precisely to the last, (2)start the mental computation but change his/her strategy en route to get the rough numbers, and (3)round the numbers and add them. In spite of the no-training in elementary school about the strategy of computational estimation, children are able to devise several strategies in everyday situations.3. According to the analysis of ANOVA, the important main factor influencing computational estimation was age, and "correcting error experience" was also the next main factor in two out of four computational estimation tasks. In "correcting error experience", children correct the other child's computational errors in shopping which was showed by VTR, and correct their errors in computational estimation tasks.