Abstract
The aim of this research was to examine the measurement-based estimation skill levels of middle school 6th grade students and the processes of comparing their estimations with measurements. In this research, the case study design, one of the qualitative research methods, was used. Six students one female and one male student, at low, medium and high mathematics achievement levels from a public middle school in the central districts of Ankara formed the study group. Activities were prepared, which included questions in different categories, both for estimating the length, area and liquid volume of the measurement, and for the proximity of objects to the student. In order to determine the study group, activities were applied to 35 students, and their measurement-based estimation skill levels were examined. While determining the levels, a method called “Evaluation of estimates by percentage of measurements” was used. Before conducting clinical interviews with the study group, the activities were applied to the students, the students were first allowed to make predictions, they were expected to compare their estimations with the possible real measurement without measuring, and then, in some questions, the students were asked to make measurements using tools and compare their estimations with the measurements. As a result, it was observed that the students' estimation skills based on measurement were at a low level. When they were asked to evaluate their estimations without measuring, it was concluded that the students were not successful and they had problems both in the use of measurement tools and in the measurement process while measuring.
Highlights
As a result of developing technology and information production, there is a change in many areas and education is among the areas affected by this change
“How would it come out according to your estimation if a measurement were made?” When the answers given by the students to this question are examined, the measurements are given by using the symbols of greater (>), smaller (
It was found that male students' measurement-based estimation skills were related to their mathematics achievement
Summary
As a result of developing technology and information production, there is a change in many areas and education is among the areas affected by this change. Instead of teaching activities focused on operation skills in traditional paper-pencil applications, a new system in which the aim is to learn by doing and living, many new tools, equipment and technologies are used, and activities that develop high-level thinking skills are implemented. Developing high-level thinking skills, such as associating mathematics with daily life and other disciplines, problem solving, reasoning, estimation, both in real life and in mathematics teaching has gained importance and priority. One of these skills, estimation is an indicator of the reasoning process and is an important skill that demonstrates mathematics can be taught without depending on traditional paper-pencil applications Estimation is nothing more than counting or measuring for the amount or size of something, and developing an idea quickly and appropriately (Micklo, 1999)
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