[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593160-105":59,"doc-detail-593160-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","estimation-in-the-primary-mathematics-curricula-of-cyprus-greece-and-turkey-a-privileged-or-prevented-competence","Estimation in the Primary Mathematics Curricula of Cyprus, Greece and Turkey: A Privileged or Prevented Competence?","","Estimation functions as a key developmental competence across mathematical domains, yet prior research shows it is often excluded or treated ambiguously in intended curricula. This study examines estimation-related opportunities in the primary mathematics curricula of Cyprus, Greece, and Turkey, using four forms: computational, measurement, quantity, and number line estimation. Results indicate extensive coverage of computational and measurement estimation in Cyprus and Turkey, but no meaningful justification, while all curricula largely overlook number line and quantity estimation with major implications for later learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/estimation-in-the-primary-mathematics-curricula-of-cyprus-greece-and-turkey-a-privileged-or-prevented-competence/593160/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/estimation-in-the-primary-mathematics-curricula-of-cyprus-greece-and-turkey-a-privileged-or-prevented-competence/593160.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What four forms of estimation does the study focus on?","Question",{"text":112,"@type":113},"The study examines computational estimation, measurement estimation, quantity estimation, and number line estimation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the curricula of Cyprus and Turkey address estimation?",{"text":117,"@type":113},"Computational estimation and measurement estimation are extensively addressed, but the paper argues there is no meaningful justification for their inclusion.",{"name":119,"@type":110,"acceptedAnswer":120},"Which estimation forms are largely not recognized in the examined curricula?",{"text":121,"@type":113},"All three curricula fail to recognize number line estimation and quantity estimation, despite their significant developmental implications for later learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593160,1792534038,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Estimation in the Primary Mathematics Curricula of Cyprus, Greece and Turkey: A Privileged or Prevented  \nCompetence?  \nBy Constantinos Xenofontos *, Sinem Hizli Alkan± & Paul Andrews °  \nEstimation is an essential competence with a developmental role in the learning of various mathematical topics. Yet, as previous studies highlight, this competence is either excluded or ambivalently included in intended curricula around the world. The current study investigates the estimation-related opportunities in the primary curricula of three Eastern Mediterranean countries (Cyprus, Greece, and Turkey). Our analyses are framed by four forms of estimation (computational, measurement, quantity, number line). As with previous studies in other contexts, computational estimation and measurement estimation are extensively addressed in the curricula of Cyprus and Turkey, yet without any meaningful justification for their inclusion. All three curricula fail to recognise the importance of number line estimation and quantity estimation, the two forms with the most significant developmental implications for the later learning of other mathematical concepts and areas of mathematics. Among the three curricula under scrutiny, the Greek is the one with the fewest and most superficial references to estimation. In closing, we discuss the implications of this study and suggestions for future research.  \nKeywords: computational estimation, measurement estimation, number line estimation, quantity estimation, intended curricula, Eastern Mediterranean countries  \nIntroduction  \nThis paper forms part of the activities of an international network of researchers investigating opportunities provided by intended curricula for children to develop estimation-related skills. Estimation, a core skill of everyday life and a major determinant of later arithmetical competence (Sasanguie et al., 2013; Schneider, Grabner, & Paetsch 2009), pervades the lives of both adults and children (Booth & Siegler, 2006). In fact, as argued by Sriraman and Knott (2009, p. 206), estimation is one of “the three most important types of mathematical thinking skills” for primary school children to develop, along with reasoning in ratios and problem solving. Nevertheless, as we contend below, this important skill has received little curricular attention since the introduction of the electronic calculator in the 1970s, with the consequence that much significant research has gone unnoticed and,  \n*  \nAssociate Professor, Department of Primary and Secondary Teacher Education, Oslo Metropolitan University, Norway.  \n±Lecturer, Faculty of Social Sciences, University of Stirling, UK.  \n°  \nProfessor, Department of Mathematics and Science Education, Stockholm University, Sweden.  \ninternationally, children’s opportunities to acquire estimation-related competence may have been compromised.  \nAs discussed extensively in our network’s recent publications (i.e., Andrews, Xenofontos, & Sayers, 2021; Sunde et al., 2021), in the context of mathematics, estimation has historically taken three forms; computational estimation, measurement estimation and quantity (or numerosity) estimation (Sowder, 1992) . Today, a fourth form, number line estimation, has become a familiar sight in the fields of cognitive psychology, mathematics education and special needs education. All four forms are implicated differently in adults’ real world functioning and children’s mathematics learning. Drawing on the more extensive accounts of our earlier paper, these four forms of estimation, focusing on their developmental characteristics, are summarised below.  \nComputational estimation is “the process of simplifying an arithmetic problem using some set of rules or procedures to produce an approximate but satisfactory answer through mental calculation”(LeFevre, Greenham, & Waheed, 1993, p. 95). Other definitions (Dowker, 1992; Siegler & Booth, 2005) equate estimation with approximation as well, which we regard unproblematic. Nonet","cbCaipB854sm00cC","https://ap.wps.com/l/cbCaipB854sm00cC","pdf",334624,22,"English","# Introduction\n## Forms of estimation\n### Computational estimation\n### Measurement estimation","[{\"question\":\"What four forms of estimation does the study focus on?\",\"answer\":\"The study examines computational estimation, measurement estimation, quantity estimation, and number line estimation.\"},{\"question\":\"How do the curricula of Cyprus and Turkey address estimation?\",\"answer\":\"Computational estimation and measurement estimation are extensively addressed, but the paper argues there is no meaningful justification for their inclusion.\"},{\"question\":\"Which estimation forms are largely not recognized in the examined curricula?\",\"answer\":\"All three curricula fail to recognize number line estimation and quantity estimation, despite their significant developmental implications for later learning.\"}]","Estimation in the Primary Mathematics Curricula of Cyprus, Greece and Turkey: A Privileged or Prevented Competence? | PDF",1792076718,55]