The Influence of Object Size, Dimension and Prior Context on Children's Estimation Abilities

Abstract

In primary mathematics education the ability to approximate and estimate is considered to be a core skill and previous research has implicated the importance of maturational and contextual factors on estimating abilities. This experiment examines the influence of object size, dimensionality and prior context (i.e. a previous estimate judgement) on primary aged children's estimates (aged 8 to 11 years). Utilising a ‘volume’ task and following a pre‐test assessment of their mathematical skills, children were asked how many small cubes would fit into a larger box, varied in size and dimension (length, width and height). The procedure employed also permitted an examination of the role of a prior estimate on a current judgement. The results indicated that older children can take into account more than one factor bearing on an estimate, particularly with reference to a prior estimate judgement. Furthermore, rather than mathematical ability predicting estimating skill, successful estimators employ strategies which favour caution in the face on an unknown, yet recognisably important, variable or variables.