Mathematical knowledge of pre-service teachers when performing measurement estimation tasks

Abstract

Measurement estimation skills are relevant for our everyday life and should be addressed in the mathematics classroom. This study explores the measurement estimation strategies used by primary school pre-service teachers in length, area, volume, and capacity. The study participants consisted of 120 pre-service teachers who had not yet received formal university training on these concepts. While more than 80% demonstrated the ability to indicate a strategy and provide acceptable estimates for length measurements, significant difficulties were observed in estimating area, volume, and capacity, with many participants relying heavily on formulas. A series of activities were designed and implemented to improve pre-service teachers' capacity for estimation. Results indicate a notable improvement in estimation skills following completion of the designed tasks. This study highlights the importance of addressing challenges in measurement estimation among pre-service teachers and offers insights for improving their proficiency in this area