Abstract
A group of 25 undergraduate students was given seven estimation tasks that involved computation of whole or decimal numbers. The subjects (10 elementary education majors, 7 mathematics majors, and 8 undecided or premajors) were selected because of high achievement in their current college mathematics class. They were asked to estimate an answer to a computational task and then use a calculator provided by the researchers to determine the exact answer. The calculator had been programmed to give incorrect answers that were increasingly higher than the actual answer (beginning with a 10% error and ending with a 50% error). While the majority of subjects produced reasonable estimates, only 7 of the 25 students questioned the accuracy of the answers produced on the calculator. The study points out the subjects’ lack of confidence in estimation skills, as well as a reluctance to question calculator produced results.
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