International Journal of Academic Research in Education and Review
 

International Journal of Academic Research in Education and Review

Vol. 2(7), pp. 141-151, August, 2014.

 ISSN: 2360-7866

DOI: 10.14662/IJARER2014.034

Full Length Research

Investigating Estimation: Influences of Time and Confidence of Urban Middle School Students

¹Robert Q. Berry, III, ²Melva R. Grant, ³Sueanne E. McKinney and ⁴Clair Berube

¹University of Virginia

²Old Dominion University

³Old Dominion University

⁴Hampton University

Robert Q. Berry, III, Curriculum, Instruction and Special Education, University of Virginia; Melva R. Grant, STEM Education and Professional Studies Department, Old Dominion University; Suanne E. McKinney, Department of Teaching and Learning, Old Dominion University; Clair Berube, Department of Professional Education, Hampton University.

Correspondence concerning this article should be addressed to Robert Q. Berry, III, Curriculum, Instruction and Special Education, University of Virginia, 405 Emmet Street, Charlottesville, VA 22904.

E-mail: robertberry@virginia.edu

Accepted 14 August 2014

This study sought to determine the estimation processes used by 10 urban middle school students for solving computational estimation problems, and if there was a difference in the estimation processes utilized for straight computation and application problems. An adapted model of the Accessing Computational Estimation Test (ACE) was used to determine the estimation strategies employed by the subjects within timed and un-timed settings. Qualitative methods were used to analyze the data. The timed ACE tests were administered using an interview format and included computation and application problems. The findings indicated that there were no differences in estimation processes for straight computation and application problems; however, students performed better on timed tests for application problems.

Keywords: estimation, computational, application, urban students, middle school





 

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