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首页> 外文期刊>Journal of Mathematics Teacher Education >Addressing computational estimation in the Kuwaiti curriculum: teachers’ views
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Addressing computational estimation in the Kuwaiti curriculum: teachers’ views

机译：在科威特课程中处理计算估计：教师的观点

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摘要

Computational estimation has not yet established a place in the Kuwaiti national curriculum. An attempt was made to include it during the early 1990s, but it was dropped by the Kuwaiti Ministry of Education because of the difficulties teachers had teaching it. In an effort to provide guidance for reintroducing the concept into the curriculum, this study reports on mathematics teachers’ understanding of the meaning of computational estimation and their views about its significance in the elementary and middle school curricula in Kuwait. Data gathered from 59 elementary and middle schools teachers in Kuwait revealed that more than 60% of teachers equate computational estimation with rounding. While two-thirds of the teachers viewed computational estimation to be an important skill for daily life; only one-fifth (20%) saw it as important in mathematics education. More than half of the teachers either disagreed with the idea of teaching computational estimation or only wanted to teach it in limited situations. Most were concerned about the difficulty of learning computational estimation or feared that teaching computational estimation would cause problems with students’ development of standard algorithms for determining an exact answer. These findings reveal the challenge that mathematics educators face in introducing computational estimation into the mathematics curriculum. In order for computational estimation to be taught in elementary and middle school classrooms, teachers need to understand the concept and its value in education. Teacher education needs to focus on helping teachers better understand the concept of computational estimation and appreciate its value for instruction.
机译：计算估计尚未在科威特国家课程中确立位置。曾尝试在1990年代初将其包括在内，但由于教师教学困难，科威特教育部放弃了它。为了为将该概念重新引入课程提供指导，本研究报告了数学教师对计算估计的含义的理解以及他们对计算估计在科威特中小学课程中的意义的看法。从科威特的59名中小学教师那里收集的数据显示，超过60％的教师将计算估计与四舍五入等同起来。三分之二的教师认为计算估计是日常生活的一项重要技能；只有五分之一（20％）的人认为它在数学教育中很重要。超过一半的教师或者不同意教学计算估计的想法，或者只想在有限的情况下进行教学。大多数人担心学习计算估计的困难，或者担心教授计算估计会导致学生开发用于确定准确答案的标准算法时遇到问题。这些发现揭示了数学教育者在将计算估计引入数学课程中所面临的挑战。为了在小学和中学教室中教授计算估计，教师需要了解概念及其在教育中的价值。教师教育需要集中精力帮助教师更好地理解计算估计的概念，并欣赏其教学价值。

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