Kognitives Schätzen aus Sicht der Mathematikdidaktik: Schätzen von visuell erfassbaren Größen und dazu erforderliche Fähigkeiten

Authors

  • Dana Farina Weiher
  • Silke Ruwisch

DOI:

https://doi.org/10.18716/ojs/md/2018.1136

Abstract

Mathematics education as well as psychology is concerned with estimation. This paper presents a theoretical model which contains those abilities, which are (from a didactical perspective) required for measurement estimations. These abilities are deducted from psychological research about cognitive estimation and from research in mathematics education about estimation-strategies. The abilities involve executive functions, knowledge about measuring, benchmarks, and, last but not least, different groups of general (mathematical) knowledge and basic abilities.

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Published

2018-01-01

Issue

Section

Freie Beiträge

How to Cite

Kognitives Schätzen aus Sicht der Mathematikdidaktik: Schätzen von visuell erfassbaren Größen und dazu erforderliche Fähigkeiten. (2018). Mathematica Didactica, 41(1), 77-103. https://doi.org/10.18716/ojs/md/2018.1136