Kognitives Schätzen aus Sicht der Mathematikdidaktik: Schätzen von visuell erfassbaren Größen und dazu erforderliche Fähigkeiten

Abstract

Mathematics education as well as psychology is concerned with estimation. This paper presents a theoretical model which contains those abilities, which are (from a didactical perspective) required for measurement estimations. These abilities are deducted from psychological research about cognitive estimation and from research in mathematics education about estimation-strategies. The abilities involve executive functions, knowledge about measuring, benchmarks, and, last but not least, different groups of general (mathematical) knowledge and basic abilities.