Abstract
The purpose of this study was to examine the influence of affective factors on the computational estimation ability of preservice teachers. Past research has delineated the cognitive processes used by good estimators (Reys, Rybolt, Bestgen, & Wyatt, 1980) and poor estimators (Threadgill-Sowder, 1984). The good estimators in the Reys et al. study seemed to have acquired estimation skills without any formal instruction. Are there also noncognitive factors that influence people to acquire such skills?
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References
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© 1989 Springer-Verlag New York Inc.
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Threadgill Sowder, J. (1989). Affective Factors and Computational Estimation Ability. In: McLeod, D.B., Adams, V.M. (eds) Affect and Mathematical Problem Solving. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3614-6_12
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DOI: https://doi.org/10.1007/978-1-4612-3614-6_12
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4612-8178-8
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