• Jessica Hoth (Proceedings Author)
  • Aiso Heinze (Proceedings Author)
  • Dana Farina Weiher (Proceedings Author)
  • Silke Ruwisch (Proceedings Author)
  • Hsin-Mei Huang (Proceedings Author)
Estimation competence is assumed to be a relevant skill that needs to be addressed in the mathematics classroom (Sowder, 1992; Bright, 1976). However, little is known about cross-country differences in primary school students’ length estimation competence and what impact different opportunities to learn in the different educational contexts have on this competence. Taking into account an extensive analysis of estimation situations, Heinze et al. (2018) proposed a model that holds 72 estimation situations as a basis for assessing length estimation competence. Based on this model, a test on length estimation competence was developed and used in 43 German and Taiwanese classes. In total, 903 third and fourth grade students fulfilled the length estimation tasks. The test on students’ length estimation competence proved to be partially measurement invariant. Cross-country comparison revealed that Taiwanese students outperform the German students in length estimation.
Original languageEnglish
Title of host publicationOpportunities in Learning and Teaching Elementary Mathematics
EditorsJarmila Novotná, Hana Moraová
Number of pages11
PublisherCharles University, Faculty of Education
Publication date08.2019
ISBN (Electronic)978-80-7603-069-5
Publication statusPublished - 08.2019
EventInternational Symposium Elementary Mathematics Teaching - Prag, Czech Republic
Duration: 18.08.201922.08.2019

    Research areas

  • length estimation competence, length estimation situations, opportunities to learn, cross-country comparison, primary school

ID: 1021999