Early Childhood Corner: April 2001
2001; National Council of Teachers of Mathematics; Volume: 7; Issue: 8 Linguagem: Inglês
10.5951/tcm.7.8.0462
ISSN2327-0780
Autores Tópico(s)Statistics Education and Methodologies
ResumoTeachers often encounter difficulty in teaching estimation of quantity and measurement to young children. A typical estimation activity might be similar to the following: “Here is a jar of candy bars. How many do you think are in the jar? I want you to make a “good guess.” The person who gets the closest is the winner and can have one candy bar.” This activity is supposed to help children develop estimation skills, but children have no idea what the difference is between a guess and an estimate.
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