• TTA Journal
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• s.142
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• pp.28-29
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• 2012

어림(estimation)은 대강짐작으로 헤아림을 뜻하는 말로 '어림없다'는 너무 커서 어림조차 할 수 없을 때 사용한다. 그래서 어떤 값을 '어림했다'는 것은 정확하게 측정하지 않았다는 의미로 실험값을 정확하게 측정해야 하는 과학의 속성과는 거리가 좀 멀어 보인다. 하지만 어림은 과학자뿐 아니라 일반인에게도 쓰임새가 많은 사고활동의 하나로 측정의 정확도가 날로 높아지고 있는 첨단과학 시대에도 그 중요성이 줄어들지 않고 있다. 이미 수학교육에서는 초등학교 정규 교육과정 내에서 어림하는 활동을 포함시키고 있으며, 과학교육에서도 다양한 활용방안을 모색하고 있다. 심지어 기업체에서는 인재를 선발할 때 어림하는 능력을 보기도 한다. 그렇다면 어림이 과학과 어떤 관계가 있는 것일까?

• Education of Primary School Mathematics
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• v.20 no.1
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• pp.1-18
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• 2017

The purpose of this study is the reorganization of the curriculum on the measurement, a part of the second grade math curriculum, for the improvement of the estimation capability in the elementary school students. Research questions were as follows: (1) how are the estimation capabilities of the students who have taken lessons on the diversified estimation strategies? and (2) how are the mathematical writing capabilities of the students who have taken lessons on the diversified estimation strategies? The study using reconstructed lessons was conducted on 18 second grade students in an elementary school located in Seoul. Results show that the students' estimation capabilities and have improved. They started to use 'about' when writing estimation results, different from writing the accurate measurements. Measurement errors were gradually reduced, ending up with a student who could accurately estimate exactly 1m. In addition, their estimation capabilities in using appropriate estimation strategy and writing skills describing the estimation strategy have improved.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.53-87
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• 2020

The purpose of this study was to find a future direction for improving computational estimation instruction through examining the contents of computational estimation included in the 2015 revised elementary school mathematics curriculum and elementary school mathematics textbook and teacher's guide. Through this, several suggestions was made as follow. Firs, it is necessary to emphasize the computational estimation across all grade groups. Second, it is necessary to teach the computational estimation strategies systematically. It was found that it is necessary to reinforce the activities related to computational estimation in the computation related units.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.587-610
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• 2010

This paper investigates the ways for estimation ability improvement in length, which is recently emphasized in measurement area of mathematics education. According to preceding studies, students' length estimation ability is considerably low. Revision curriculum tried to pursue estimation and feeling of massiveness responsive to trends in mathematics education. But, Such efforts are not reflected in textbooks and they are rather weak in the aspect of estimation and feeling of massiveness. This paper analyzes the contents related to length estimation in current textbooks critically and explores an alternatives. This paper is suggestive for textbook development to improve ability to estimate length.

• Journal of The Korean Association For Science Education
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• v.23 no.3
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• pp.229-238
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• 2003

In this study, we investigated middle school student' ability in estimating order of magnitude of physical quantities. Participants were 448 students of seventh grades and ninth graders in Seoul area. A multiple-choice typed questionnaire was designed for estimating five physical quantities such as length, mass, speed, volume, and density. The answers were analyzed through dimension of quantity, size of object, students' grade and their gender. In the results, more than two thirds of all participants chose the right order of magnitude in estimating length, but only around a quarter of them did so in estimating density. They had a tendency to show lower ability when they estimated order of magnitude of more complex dimensioned quantity. Moreover, students' answers had relatively wide distribution in estimating smaller sized objects. Through there was no big difference between seventh graders and ninth graders in estimation, male students where better in estimating base quantities, especially in length. However, more than half of participants did not choose the right order of magnitude in total and it showed their lack of qualitative understanding about these physical quantities and meaningless usage of unit in measuring.

• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.76-88
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• 2001

This study explored people's accuracy and methods of estimating some base physical quantities, i.e. length, mass, time and temperature. A total of 40 members, ranging from freshmen to professors, of a physics education department of a local university were asked to make two different kinds of estimations, intuitive and operational, on two sets of objects. For intuitive estimation, they were asked to make estimations on four given objects (length - wood chopsticks, mass - rubber eraser, time electric fan, temperature - water in a cup) as soon as they faced with the objects, usually within a few seconds of seeing. For operational estimation, they were allowed to make estimations on a different set of objects (length - plastic rod, mass - lock, time - simple pendulum, temperature - water in a cup) with enough time and they could apply various available methods (e.g. using pencil to estimate the object's length, counting their own pulse rate to estimate time) for the estimation. The findings of this study can be summarized as follows: (1) for length, mass and temperature the intuitive estimations were better performed while for the time estimation the result was the reverse; (2) there was no positive relationship between the amount of physics experience and the accuracy of the estimation; (3) in general, people's accuracy of the length estimation was best performed while their mass estimation was worst performed; (4) people used their own various methods for estimation, esp. using nearby objects around them and applying mental units which have convenient values (e.g. 30cm, 50cm, 1kg, 1 Keun, 1 second).

• The Mathematical Education
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• v.49 no.3
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• pp.375-387
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• 2010

The focus of this article is the strategies young children use to solve rectangular covering tasks before they have been taught area measurement. seventy nine children from Grade 1 to 4 were observed while they solved various array-based tasks, and their drawing and explanation were collected and analyzed. Children's solution strategies were classified into incomplete covering, inadequate array, array constructed from moveable unit, measurement of one dimension, measurement of two dimension, and calculation. Implications for the learning of area measurement are addressed.

• Journal of the Korean School Mathematics Society
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• v.21 no.1
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• pp.19-37
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• 2018

In this study, the actual state of teaching seven extensive quantities (time, length, capacity, weight, area, angle measure, volume) of measurement domain are analyzed comparatively between the 2015 revised elementary school mathematics curriculum in Korea and the 2017 revised elementary school mathematics curriculum in Japan in terms of comparison in measurement, direct measurement, indirect measurement, and estimation in measurement. From the results of this comparative analysis, some implications for discussion on the development of the next elementary school mathematics textbook and the next elementary mathematics curriculum can be suggested. First, it is necessary to discuss on clarifying the range of handling of comparison, direct measurement, indirect measurement, estimation of seven extensive quantities respectively. Second, it is necessary to discuss on doing direct comparison when intuitive comparison is difficult. Third, it is necessary to discuss on reconsidering indirect comparison of weights. Fourth, it is necessary to discuss on reconsidering measurement using arbitrary units in case of angular measures. Fifth, it is necessary to discuss on dealing with estimating the area of $1cm^2$ and $1m^2$ and the volume of $1cm^3$ and $1m^3$ for the purpose to make rough guesses their size respectively.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.814-824
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• 2004

This article presents the effects of estimation activities related to speed and density on students' concept-understanding, answer-prediction, and answer-calculation in problem solving procedure with quantitative and qualitative methods. Participants were one hundred and ninety two seventh graders from one coeducational school in Seoul. Half of them participated in the estimation activities and the other half did in the measurement activities. Discussions of three students during estimation activities on density and their post-interviews were tape-recorded. Pre- and post-assessment scores were analyzed for the whole classes, and students' discussions and interviews served this research as evidences for the case analysis. Results of scores indicated that students in the estimation activities were significantly better than those in the measurement activities for predicting answers, but not for understanding concepts. Analysis of the cases revealed that estimation activity helped them to understand the relations of mass, volume and density, empirically, which enhanced their prediction ability. Furthermore, the ability could help a student with low calculation ability to comprehend the calculation problems. Thus, it is concluded that estimation activities could influence students' empirical learning on quantitative concepts, which enhanced their prediction ability.

• Proceedings of the Optical Society of Korea Conference
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• 2009.02a
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• pp.149-150
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• 2009