Measurement estimation activities: The interpretation of Primary School teachers

Abstract This article presents the characterization of the mathematical and pedagogical knowledge regarding the measure estimation concept possessed by the Chilean primary school teachers based on the way they propose to utilize activities aimed to work on this concept. In the analysis, we use a definition of the measurement estimation concept constructed from the previous work of different authors. The methodology is of a descriptive and interpretative nature. The results shows weaknesses in the teachers knowledge about the measurement estimate and its use in the classroom, noting that some teachers confuse the measurement estimation activities indistinctly with the measurement activities or interpreting that they are those activities in which a random response can be given without justification, evidencing the need to include measurement estimation in teacher training.摘要 本文基于智利小学教师提出的用于开展测量估算（measurement estimation）概念相关活动的方式，对其所掌握的与该概念相关的数学与教学知识进行刻画。本分析采用了基于多位学者前期研究构建的测量估算概念定义。本研究采用描述性与解释性相结合的研究方法。研究结果显示，教师在测量估算知识及其课堂应用方面存在不足：部分教师会将测量估算活动与常规测量活动混为一谈，或是将其误解为无需提供依据即可随意作答的活动，这一现象凸显了在教师培训中纳入测量估算相关内容的必要性。