Effectiveness of Systematic Instruction on Attitudes and Computational Estimation Skills of Preservice Elementary Teachers

This 12-week study examined attitudes and performance of 187 preservice elementary teachers on computational estimation and evaluated practice with and without instruction on specific mental estimation strategies. Three groups--a control group, a group receiving weekly practice on computational estimation, and a group receiving weekly practice and instruction in estimation techniques--were formed. Analysis showed significant differences (p<.01) on performance in estimation in favor of the groups receiving regular practice. No significant difference was found between groups receiving only practice and those receiving practice and instruction. The later group, however, did display a greater understanding of the processes involved in doing estimation.