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。给小学生布置了两种计算估计任务：估计目标计算问题答案广度的任务和回答答案最左边数字的任务。两种计算估计任务都与一位数加法和心算有显著的关系。个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)精确到最后进行心理计算；(2)开始心理计算，但在计算过程中改变策略以获得粗略数字；(3)四舍五入并相加。尽管在小学没有接受过关于计算估计策略的培训，但孩子们能够在日常情况下设计出几种策略。根据方差分析，影响计算估计的重要主要因素是年龄，在四个计算估计任务中，有两个任务的次要因素是“纠错经验”。在“纠错体验”中，儿童纠正了其他儿童在购物时的计算错误，并纠正了他们在计算估计任务中的错误。

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.