Students "estimate" The Level Of Capacity And Features

It has become one of the trends in the development of primary and secondary mathematics curriculum that people pay more and more attention to cultivate student's estimation capacity. China published the Obligation Education Mathematics Curriculum Standards in 2001, proposing some requirements about the estimation in the first and second stages, such as able to estimate in concrete situations, able to use grid paper to estimate the area of an irregular figure and so on. As a kind of new content coming into the elementary mathematics curriculum, the deep research is so necessary about theory,curriculum design,teaching practice and so on. This article has mainly talked about the different level and its concrete performance about the first and second stages.From the perspective of mathematics curriculum, this research has revealed the mathematics nature about estimation, as well as cleared up the relation between estimation and the other mathematics content in primary stage and also analyzed the Standard's requirements about estimation. After that the author has made some presuppositions about the different level about the estimation capacity between the two stages, and then developed the test framework and some items about the estimation. According to the results of test the author has described and analyzed the features of each level objectively and also calibrated the presuppositions; at the same time the author has pointed out some typical mistakes, that reason has also be analyzed. On the base of the results of this research, the author has provided some recommendations for curriculum design, teaching, learning and evaluation about the estimation curriculum.The test about students'estimation capacity in this research has been evaluated from three aspects such as mathematics knowledge, experience, and estimation consciousness.This research has answered the following three questions:(1) What mathematics knowledge does the estimation contain:â‘ What kind of specific content can be the carrier of estimation in primary mathematics curriculum?â‘¡How about the level between the different stages when they are estimating the specific content and how about the concrete performance of different levels?â‘¢Which typical mistakes appeared when they are estimating?(2) Experience:â‘ Discussing how does kinds of experience impress students'estimation capacity, such as personal experience,group experience,social experience and scientific experience?â‘¡Specially discussing how about the level between the different stages when they are estimating common quantities in the real life and how about the concrete performance of different levels?â‘¢Which typical mistakes appeared when they are estimating?(3) Estimation consciousness:â‘ How about the level between the different stages about the estimation consciousness and how about the concrete performance of different levels?â‘¡Which typical mistakes appeared when they are estimating?After the test the author has also interviewed with some students and teachers about some typical mistakes and problems to find out the reasons.Finally, with the results of the investigation, the author has provided some specific recommendations for curriculum design, teaching, learning and evaluation about the estimation curriculum. Sincerely hope this research will lead to more thought and discussion about the estimation curriculum.