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Strategy variability in computational estimation and its association with mathematical achievement.

Reba Koenen1, Sashank Varma2,3

  • 1School of Psychology, Georgia Institute of Technology, Atlanta, GA, USA. rkoenen3@gatech.edu.

Psychological Research
|August 14, 2024
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Summary

Young adults

Keywords:
Computational estimationIndividual differencesMathematical achievementStrategiesTest of estimation strategies

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Area of Science:

  • Cognitive Psychology
  • Mathematics Education

Background:

  • Computational estimation involves diverse strategies, with effectiveness depending on problem characteristics.
  • Understanding strategy selection is crucial for improving estimation skills.

Purpose of the Study:

  • To investigate strategy variability in young adults using the Test of Estimation Strategies (TES).
  • To identify factors influencing the selection and application of estimation strategies.

Main Methods:

  • Administered the TES, comprising 20 arithmetic problems, to adult participants.
  • Categorized participants into high and average estimation performance groups.
  • Analyzed strategy use, breadth, and relevance in relation to performance and achievement.

Main Results:

  • High-performance estimators utilized a wider range of strategies and selected more relevant ones.
  • Estimation accuracy correlated with mathematical achievement, strategy breadth, and relevance, but these links diminished after controlling for verbal achievement.
  • The TES successfully elicited target strategies and indicated a potential new strategy, Partitioning.

Conclusions:

  • Effective computational estimation relies on flexible strategy use and relevance.
  • Verbal achievement plays a significant role in estimation performance.
  • Findings support future instructional interventions to enhance students' estimation abilities.