Learning to estimate in the mathematics classroom: A conversation-analytic approach

Forrester, Michael A. and Pike, C.D. (1998) Learning to estimate in the mathematics classroom: A conversation-analytic approach. Journal for Research in Mathematics Education, 29 (3). pp. 334-356. ISSN 0021-8251. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)

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In contrast to contemporary estimation researchers who have focused primarily on children's computational estimation abilities, we examined the ideas surrounding the teaching and learning of measurement estimation in the classroom. Employing ethnomethodologically informed conversation analysis, we focused on 2 teachers' instructions during estimation lessons and on pupils' (aged 9-11 years) talk during small-group follow-up activities. The results indicated that estimation is understood as discursively interdependent with measurement and is associated both with teacher-formulated accountability and with vagueness, ambiguity, and guessing. Furthermore, the meaning of what it is to estimate is embedded in practical action. in concluding comments we consider the advantages of using conversational analysis as a method for highlighting the relationships between language and mathematics in the classroom.

Item Type: Article
Subjects: L Education > L Education (General)
Divisions: Faculties > Social Sciences > School of Psychology
Depositing User: R.F. Xu
Date Deposited: 29 Jun 2009 09:25
Last Modified: 19 May 2014 14:56
Resource URI: https://kar.kent.ac.uk/id/eprint/17734 (The current URI for this page, for reference purposes)
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