Estimation in the Mathematics Curricula of Denmark, Norway and Sweden: Inadequate Conceptualisations of an Essential Competence

Acknowledging evidence that the ability to estimate has major consequences for both later mathematics learning and real-world functionality, this paper examines the national mathematics curriculum for compulsory school for each of Denmark, Norway and Sweden for the estimation-related opportunities i...

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Bibliographic Details
Published in:Scandinavian journal of educational research 2022, Vol.66 (4), p.626-641
Main Authors: Sunde, Pernille Bødtker, Petersson, Jöran, Nosrati, Mona, Rosenqvist, Eva, Andrews, Paul
Format: Article
Language:English
Subjects:
Children
Compulsory Education
Computation
Curricula
Curriculum Evaluation
Denmark
Education policy
Estimation
Foreign Countries
Learning outcomes
Matematikens didaktik
Mathematical Concepts
Mathematics
Mathematics Curriculum
Mathematics education
Norway
Outcomes of Education
Sweden
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Summary:Acknowledging evidence that the ability to estimate has major consequences for both later mathematics learning and real-world functionality, this paper examines the national mathematics curriculum for compulsory school for each of Denmark, Norway and Sweden for the estimation-related opportunities it offers children. Framed against four conceptually and procedurally different forms of estimation (computational, measurement, quantity and number line), each of which is implicated differently in the later learning of mathematics, analyses indicated that none of the four forms of estimation were addressed explicitly in the Norwegian curriculum. Expectations of computational and measurement estimation were present in both the Danish and the Swedish curricula, although neither referred to either quantity or number line estimation. Even when estimation-related learning outcomes were articulated, there was no evidence of the processes by which they might be realised. Finally, there were no acknowledgements that estimation may contribute to the learning of other mathematical topics.
ISSN:0031-3831
1470-1170
1470-1170
DOI:10.1080/00313831.2021.1897881