| 1. |
- Andrews, Paul, 1954-, et al.
(författare)
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Computational Estimation and Mathematics Education : A Narrative Literature Review
- 2021
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Ingår i: Journal of Mathematics Education. - : Education for All. - 1945-7502 .- 1945-7448. ; 14:1, s. 6-27
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Tidskriftsartikel (refereegranskat)abstract
- Computational estimation, typically construed as an approximate mental calculation of an arithmetical problem, is an important skill in everyday life and a wide range of professional contexts. Despite its importance, textbooks and curricula address it inadequately, with the consequence that many teachers are uncertain as to why and how they should teach it. In this paper, we present a narrative literature review that brings together the extensive research of the cognitive psychologists and the limited research of the mathematics educators to clarify the nature of computational estimation and its development. Focused initially on the strategies used in computational estimation before turning to children’s and adults’ computational estimation competence, the review shows that computational estimation, which develops over time, draws on a wide range of strategies reciprocally dependent on a secure understanding of numbers and arithmetic. It shows that the poor estimation competence of children and adults’ is susceptible to interventions, particularly with respect to addressing a common misconception that the purpose of computational estimation is the mental calculation of exact solutions.
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| 2. |
- Andrews, Paul, et al.
(författare)
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The role of number line estimation in mathematics teaching and learning : A narrative literature review
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- While the importance of both computational estimation and measurement estimation in children’slearning of mathematics is well known and has been widely researched, little attention has been paidto number line estimation, a mathematical competence that has only in the last two decades gainedthe attention of researchers. In this paper, we present a narrative review of the literature relating tonumber line estimation in the teaching and learning of school mathematics. In so doing, we focus onthe development of number line estimation in children, the mathematics learning implications ofnumber line estimation competence and how different approaches to the investigation of number lineestimation have yielded different insights into children’s cognition. Finally, we consider thedidactical implications of the review and appeal to curriculum developers to integrate more widelythis important competence.
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| 3. |
- Bødtker Sunde, Pernille, et al.
(författare)
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Estimation in the Mathematics Curricula of Denmark, Norway and Sweden : Inadequate Conceptualisations of an Essential Competence
- 2022
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 66:4, s. 626-641
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Tidskriftsartikel (refereegranskat)abstract
- Acknowledging evidence that the ability to estimate has major consequences for both later mathematics learning and real-world functionality, this paper examines the national mathematics curriculum for compulsory school for each of Denmark, Norway and Sweden for the estimation-related opportunities it offers children. Framed against four conceptually and procedurally different forms of estimation (computational, measurement, quantity and number line), each of which is implicated differently in the later learning of mathematics, analyses indicated that none of the four forms of estimation were addressed explicitly in the Norwegian curriculum. Expectations of computational and measurement estimation were present in both the Danish and the Swedish curricula, although neither referred to either quantity or number line estimation. Even when estimation-related learning outcomes were articulated, there was no evidence of the processes by which they might be realised. Finally, there were no acknowledgements that estimation may contribute to the learning of other mathematical topics.
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| 4. |
- Gubitosi, Marta, et al.
(författare)
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Stable, metastable and unstable cellulose solutions
- 2017
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Ingår i: Royal Society Open Science. - : The Royal Society. - 2054-5703. ; 4:8
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Tidskriftsartikel (refereegranskat)abstract
- We have characterized the dissolution state of microcrystalline cellulose (MCC) in aqueous tetrabutylammonium hydroxide, TBAH(aq), at different concentrations of TBAH, by means of turbidity and small-angle X-ray scattering. The solubility of cellulose increases with increasing TBAH concentration, which is consistent with solubilization driven by neutralization. When comparing the two polymorphs, the solubility of cellulose I is higher than that of cellulose II. This has the consequence that the dissolution of MCC (cellulose I) may create a supersaturated solution with respect to cellulose II. As for the dissolution state of cellulose, we identify three different regimes. (i) In the stable regime, corresponding to concentrations below the solubility of cellulose II, cellulose is molecularly dissolved and the solutions are thermodynamically stable. (ii) In the metastable regime, corresponding to lower supersaturations with respect to cellulose II, a minor aggregation of cellulose occurs and the solutions are kinetically stable. (iii) In the unstable regime, corresponding to larger supersaturations, there is macroscopic precipitation of cellulose II from solution. Finally, we also discuss strong alkali solvents in general and compare TBAH(aq) with the classical NaOH(aq) solvent.
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| 5. |
- Nosrati, Mona, et al.
(författare)
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Norwegian and Swedish post-compulsory school students’ perspectives on the purpose of school mathematics : An exploratory study
- 2022
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Ingår i: Asian Journal for Mathematics Education. - : SAGE Publications. - 2752-7263 .- 2752-7271. ; 1:1, s. 95-114
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Tidskriftsartikel (refereegranskat)abstract
- Many countries’ educational aspirations are reflected in government-produced national curricula that specify, with varying degrees of prescription, what should be taught, when it should be taught, and even how it should be taught. These systemic ambitions are typically located in culturally constructed images of the ideal citizen dependent on, for example, whether cultures privilege the individual or the collective, or whether knowledge, particularly mathematics, is construed as practical or abstract. Despite such differences, little research has examined students’ awareness of the systemic expectations that underpin their experiences of school mathematics. In this paper, drawing on data from 35 group interviews involving 92 students from post-compulsory schools, we present an exploratory study of Norwegian and Swedish students’ perspectives on the purpose of school mathematics. Constant comparison analyses yielded six themes, or purposes, concerning the role of mathematics in support of everyday shopping, future employment, the learning of other subjects, logical thinking and problem-solving, the development of an esthetic appreciation, and the management of personal finances. However, despite extensive emphases in both the Norwegian and the Swedish curricula on the role of mathematical knowledge in the creation of just and equitable societies, no students discussed such societal goals. Some implications are discussed.
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