| The concept of “strengthen the ability to compute oral arithmetic, value estimation and advocate diversified algorithms” was suggested in the Standards for Full Time Compulsory Education in Mathematic Courses (draft)(hereinafter referred to as the Standards), published by China’s Ministry of Education in2001. The Standards also proposed specific requirements in practical work, which brought out significant importance to the reformation of our country’s mathematic teaching. It also came with new challenges to the front-line teachers. Our country’s education always values the training in calculating skills and techniques, emphasizes the accuracy of calculating results. Many front-line teachers have misconceptions in teaching estimation at work because their relevant teaching experience is inadequate. However, estimation is widely applied in our daily life and mathematic learning. The cultivation of students’ awareness and skills of estimation can help them to gain better number sense. Hence, it has great value to discuss.Therefore, the author conducted a questionnaire research about “recognition of estimation” among teachers and students separately and a “test of pupil’s estimating ability” among students from grades one to five in ten primary schools in Yuexiu district. It also interviewed partial teachers, students and parents. The research result revealed a fact that many mistaken ideas existed in “teaching, learning, reviewing”. After counting, analyzing and profound consideration of the statistics, author worked out corresponded solutions like: creating more situations for the problem, teaching students estimation method and strategy, emphasizing on the estimating process instead of the result. For this reason, in the teaching, we should try to create and capture every available course resources for teaching estimation as well as enhance our guidance. Let the students experience estimating process, master scientific estimation methods and internalize estimation skills. |
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