Teacher views about intuition and estimation as ways of informal mathematics
Küçük Resim Yok
Tarih
2010
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
SAGE Publications
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
The main purpose of this research was to investigate what kindergarten and primary teachers think about intuition and estimation as a way of mathematics knowing in educational settings. Most of the teachers believed that they should encourage children to do intuitional thinking and estimations in kindergarten and primary settings. However, more grade 6–8 mathematics teachers believe that they should not encourage children to do intuitional thinking and estimations in kindergarten level and primary level than preschool and grade 1–5 classroom teachers. Fewer grade 6–8 mathematics teachers indicated that they got children to ‘always or often’ make estimations than kindergarten and grade 1–5 classroom teachers. Also, more kindergarten teachers believed that there was no difference according to gender in both intuitional and estimational skills. Teachers who perceived themselves as ‘quite practical’ were the ones who encouraged children to do intuitional thinking and estimations ‘always or often’.
Açıklama
Anahtar Kelimeler
Kaynak
Gifted Education International
WoS Q Değeri
Scopus Q Değeri
Q4
Cilt
26
Sayı
1
Künye
Güven, Y. (2010). Teacher views about intuition and estimation as ways of informal mathematics. Gifted Education International. 26(1), s. 74-86.
