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.

摘要

承认估计能力对后来的数学学习和现实世界的功能都有重大影响的证据，本文研究了丹麦、挪威和瑞典的国家义务学校数学课程为儿童提供的与估计相关的机会。以四种在概念上和程序上不同的估计形式（计算、测量、数量和数轴）为框架，每种估计形式在后来的数学学习中都有不同的含义，分析表明挪威语中没有明确解决四种估计形式课程。丹麦和瑞典的课程中都存在对计算和测量估计的期望，尽管两者都没有提到数量或数线估计。即使与估计相关的学习成果被阐明，也没有证据表明它们可能实现的过程。最后，没有人承认估计可能有助于学习其他数学主题。