dc.contributor.author |
Alajmi, Amal H. |
|
dc.date.accessioned |
2018-08-01T10:47:03Z |
|
dc.date.available |
2018-08-01T10:47:03Z |
|
dc.date.issued |
2009-12-01 |
|
dc.identifier.issn |
1726-3678 |
|
dc.identifier.uri |
https://journal.uob.edu.bh:443/handle/123456789/2388 |
|
dc.description.abstract |
This study examined pre-service teachers’’ ability to use computational estimation to estimate answers for mathematics problems and the strategies they use in estimating an answer. A sample of 99 pre-service teachers enrolled in the College of Education at Kuwait University completed a computational estimation test. The mean score was lower than 20% (5.56 out of 28 possible points). There was no statistical difference between elementary and secondary pre-service teachers. Interviews with 38 of the pre-service teachers revealed that they used a limited number of strategies in estimating an answer. The most common strategy was rounding numbers in the problem to the nearest 10, 100, or 1000. Many relied on ineffective strategies; the most common ineffective strategy was using paper and pencil calculations to determine an exact answer. |
en_US |
dc.language.iso |
ar |
en_US |
dc.publisher |
University of Bahrain |
en_US |
dc.rights |
Attribution-NonCommercial-ShareAlike 4.0 International |
* |
dc.rights.uri |
http://creativecommons.org/licenses/by-nc-sa/4.0/ |
* |
dc.subject |
Computational estimation |
|
dc.subject |
teacher education |
|
dc.subject |
computational estimation strategies |
|
dc.subject |
pre-service teacher |
|
dc.subject |
mathematics curriculum |
|
dc.title |
Performance and Strategies of Pre-service Kuwaiti Teachers in Computational Estimation |
en_US |
dc.type |
Article |
en_US |
dc.identifier.doi |
http://dx.doi.org/10.12785/JEPS/100410 |
|
dc.volume |
10 |
|
dc.issue |
04 |
|
dc.source.title |
Journal of Educational & Psychological Sciences |
|
dc.abbreviatedsourcetitle |
JEPS |
|