• Education of Primary School Mathematics
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• v.20 no.1
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• pp.1-18
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• 2017

The purpose of this study is the reorganization of the curriculum on the measurement, a part of the second grade math curriculum, for the improvement of the estimation capability in the elementary school students. Research questions were as follows: (1) how are the estimation capabilities of the students who have taken lessons on the diversified estimation strategies? and (2) how are the mathematical writing capabilities of the students who have taken lessons on the diversified estimation strategies? The study using reconstructed lessons was conducted on 18 second grade students in an elementary school located in Seoul. Results show that the students' estimation capabilities and have improved. They started to use 'about' when writing estimation results, different from writing the accurate measurements. Measurement errors were gradually reduced, ending up with a student who could accurately estimate exactly 1m. In addition, their estimation capabilities in using appropriate estimation strategy and writing skills describing the estimation strategy have improved.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.53-87
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• 2020

The purpose of this study was to find a future direction for improving computational estimation instruction through examining the contents of computational estimation included in the 2015 revised elementary school mathematics curriculum and elementary school mathematics textbook and teacher's guide. Through this, several suggestions was made as follow. Firs, it is necessary to emphasize the computational estimation across all grade groups. Second, it is necessary to teach the computational estimation strategies systematically. It was found that it is necessary to reinforce the activities related to computational estimation in the computation related units.

• The Mathematical Education
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• v.49 no.3
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• pp.375-387
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• 2010

The focus of this article is the strategies young children use to solve rectangular covering tasks before they have been taught area measurement. seventy nine children from Grade 1 to 4 were observed while they solved various array-based tasks, and their drawing and explanation were collected and analyzed. Children's solution strategies were classified into incomplete covering, inadequate array, array constructed from moveable unit, measurement of one dimension, measurement of two dimension, and calculation. Implications for the learning of area measurement are addressed.

• The Mathematical Education
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• v.48 no.3
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• pp.329-352
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• 2009

The purpose of this study was to investigate the effects of small group cooperative communicative activities on the strategies for estimating measurement. To do this, two research questions were set as follow: First, are there any differences between strategies employed by students in the experimental group and the control group before and after the estimating measurement activities? Second, are there any differences between strategies employed by students in different ability levels(upper, middle, lower) of pre-estimating measurement test in the experimental group? The research results were drawn from the investigation as below: First, the strategical change of before and after the estimating measurement tasks in the experimental group was quite noticeable. Unlike the small strategical change in the control group, small group cooperative communicative learning resulted in a decrease of simple memorization and guessing strategies and an increase of refined strategies such as the standard strategy, clustering, unit load and so on. Second, mathematical communicative activities in a small group cooperative learning showed that the students in the upper level of pre-estimating measurement test used more refined strategies and the students in the lower level used simple memorization and guessing strategy more frequently. And through interaction in small group, students could have chances to recognize error of strategies and to modify and learn strategies. In conclusion, small group cooperative activities allowed students to have chances to communicate mathematically and it is a efficient way of helping students learn estimating measurement strategies.