Resumen

FARINA, Macarena  y  BRUNO, Alicia. Assessment of Numerical Reasonableness in secondary school students. Educ. mat. [online]. 2025, vol.37, n.2, pp.171-199.  Epub 16-Feb-2026. ISSN 2448-8089.  https://doi.org/10.24844/em3702.06.

Abstract: This paper analyzes how secondary school students (13-14 years old) evaluate the result of a numerical answer in a reasonable way. A written test was conducted with five activities involving operations with decimal numbers and fractions. The activities were designed for students to employ different justifications to assess numerical reasonableness. These justifications include contextual appropriateness, operative calculation, numerical estimation, and graphical estimation. It also examines the confidence expressed by the students in the answers they have provided. The results indicate that the assessment of numerical reasonableness and confidence in responses varies according to the type of activities and students can assess the reasonableness of numerical tasks with confidence, although they mainly resort to the use of exact calculations over other types of justifications. This result highlights the importance of encouraging students to use different strategies to assess numerical reasonableness.

Palabras llave : numerical reasonableness; confidence; numerical estimation; graphical estimation; calculation.

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