An alternative model for the description of computational estimation strategies

Abstract

In this study we have analyzed the estimation strategies employed by preservice elementary teachers. It has been used an alternative model for the description of computational estimation strategies. In this model, strategies are integrated by approximation skills, mental computation algorithms, cognitive processes (reformulation, translation and compensation) and metacognitive processes (as the assessment of the outcome). The adoption of this model allows making the identification and characterization of estimation strategies and to complete a systematical classification of the strategies, attending to the estimation processes intertwined with them.