Abstract
The factors related to estimating skills are twofold: cognitive and affective perspectives. Perception of self-efficacy in mathematics, one of the affective factors, is essential for the individual's capacity, abilities, and self-belief in mathematics for the mathematics course. The present study examined the relationship between students' computational estimation skills and mathematical self-efficacy perceptions. For this purpose, two sets of instruments were used as data collection tools: a computational estimation skills task and a mathematical self-efficacy perceptions scale. A correlational design was used in this study, and a total of 83 eighth-grade students participated in the research. As a result, it was concluded that there was a moderately positive and statistically significant relationship between computational estimation skills and mathematical self-efficacy perceptions. Students experience more stress when making estimations compared to mathematical computations whose results are specific. In addition, students mostly need to correct their estimations in questions related to computations with fractions, and they mostly use the rounding strategy when making estimations. These results are further discussed in relation to the perspective of supporting children’s abilities for estimations at the primary school.
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