Abstract
Based on individual semi-structured interviews, this study indicates the most accurate and frequently-used estimation strategies adopted by children, attending a public school. We found seven different strategies, ranging from simple exact counting to more complex strategies involving multiplicative structures. The results show the children more often adopted exact counting strategies with greater accuracy for small amounts; however, the same strategies were used with diminishing precision for large amounts. It is concluded that children tend to use exact counting even if it is not required and even if it is not possible, suggesting the importance of teaching number estimation in schools.
Keywords
numerosity; numerical estimate of quantities; strategies; mathematics