{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,30]],"date-time":"2026-06-30T17:14:03Z","timestamp":1782839643433,"version":"3.54.5"},"reference-count":28,"publisher":"SAGE Publications","issue":"5","license":[{"start":{"date-parts":[[2003,9,1]],"date-time":"2003-09-01T00:00:00Z","timestamp":1062374400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2003,9]]},"abstract":"<jats:p>This study investigated students' mathematics achievement, estimation ability, use of estimation strategies, and academic self-perception. Students with learning disabilities (LD), average achievers, and intellectually gifted students ( N = 135) in fourth, sixth, and eighth grade participated in the study. They were assessed to determine their mathematics achievement, ability to estimate discrete quantities, knowledge and use of estimation strategies, and perception of academic competence. The results indicated that the students with LD performed significantly lower than their peers on the math achievement measures, as expected, but viewed themselves to be as academically competent as the average achievers did. Students with LD and average achievers scored significantly lower than gifted students on all estimation measures, but they differed significantly from one another only on the estimation strategy use measure. Interestingly, even gifted students did not seem to have a well-developed understanding of estimation and, like the other students, did poorly on the first estimation measure. The accuracy of their estimates seemed to improve, however, when students were asked open-ended questions about the strategies they used to arrive at their estimates. Although students with LD did not differ from average achievers in their estimation accuracy, they used significantly fewer effective estimation strategies. Implications for instruction are discussed.<\/jats:p>","DOI":"10.1177\/00222194030360050501","type":"journal-article","created":{"date-parts":[[2007,12,14]],"date-time":"2007-12-14T00:52:20Z","timestamp":1197593540000},"page":"437-448","source":"Crossref","is-referenced-by-count":28,"title":["A Cross-Sectional Study of Mathematics Achievement, Estimation Skills, and Academic Self-Perception in Students of Varying Ability"],"prefix":"10.1177","volume":"36","author":[{"given":"Marjorie","family":"Montague","sequence":"first","affiliation":[{"name":"University of Miami,"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Delinda","family":"van Garderen","sequence":"additional","affiliation":[{"name":"SUNY at New Paltz"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2003,9,1]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.2307\/749554"},{"key":"atypb2","volume-title":"Statistical power analysis for the behavioral sciences","author":"Cohen, J.","year":"1988","edition":"3"},{"key":"atypb3","doi-asserted-by":"publisher","DOI":"10.1086\/461709"},{"key":"atypb4","doi-asserted-by":"publisher","DOI":"10.2307\/749793"},{"key":"atypb5","doi-asserted-by":"publisher","DOI":"10.1177\/002246699903300102"},{"key":"atypb6","unstructured":"Glaser, R. (1991). Expertise and assessment. In M. Wittrock & E. Baker (Eds.), Testing and cognition (pp. 17\u201430). Englewood Cliffs, NJ: Prentice Hall."},{"key":"atypb7","first-page":"94","volume":"2","author":"Grimes, L.","year":"1981","journal-title":"Learning Disability Quarterly"},{"key":"atypb8","first-page":"47","volume":"10","author":"Heath, N.L.","year":"1996","journal-title":"Advances in Learning and Behavioral Disabilities"},{"key":"atypb9","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.91.4.684"},{"key":"atypb10","volume-title":"Single-case research design: Methods for clinical and applied settings","author":"Kazdin, A.E.","year":"1982"},{"key":"atypb11","unstructured":"Leutzinger, L.P., Rathmell, E.C. & Urbatsch, T.D. (1986). Developing estimation skills in the primary grades . In H. L. Schoen & M. J. Zweng (Eds.), Estimation and mental computation: 1986 yearbook (pp. 82\u201492). Reston, VA: National Council of Teachers of Mathematics ."},{"key":"atypb12","doi-asserted-by":"publisher","DOI":"10.1177\/002221949502800204"},{"key":"atypb13","unstructured":"Mayer, R.E. (1985). Mathematical ability. In R. J. Sternberg (Ed.), Human abilities: Information processing approach (pp. 127\u2014 150). San Francisco: Freeman."},{"key":"atypb14","unstructured":"Meltzer, L.J. (1993). Strategy use in students with learning disabilities: The challenge of assessment. In L. J. Meltzer (Ed.), Strategy assessment and instruction for students with learning disabilities: From theory to practice (pp. 93\u2014136). Austin, TX: PRO-ED."},{"key":"atypb15","doi-asserted-by":"publisher","DOI":"10.2307\/1511065"},{"key":"atypb16","unstructured":"Meltzer, L.J. & Montague, M. (2001). Strategic learning in students with learning disabilities: What have we learned? In D. Hallahan & B. K. Keogh (Eds.), Research and global perspectives in learning disabilities (pp. 11\u2014130). Mahwah, NJ: Erlbaum."},{"key":"atypb17","doi-asserted-by":"publisher","DOI":"10.1177\/002221949803100503"},{"key":"atypb18","doi-asserted-by":"publisher","DOI":"10.1177\/002221949703000204"},{"key":"atypb19","doi-asserted-by":"publisher","DOI":"10.1177\/002246699302700203"},{"key":"atypb20","doi-asserted-by":"publisher","DOI":"10.2307\/1511165"},{"key":"atypb21","volume-title":"Principles and standards for school mathematics","author":"National Council of Teachers of Mathematics.","year":"2000"},{"key":"atypb22","doi-asserted-by":"publisher","DOI":"10.2307\/748557"},{"key":"atypb23","unstructured":"Sowder, J.T. (1988). Mental computation and number comparison: Their roles in the development of number sense and computational estimation. In J. Hiebert & M. Behr (Eds.), Number concepts and operations in the middle grades (pp. 182\u2014197). Reston, VA: National Council of Teachers of Mathematics\/Erlbaum."},{"key":"atypb24","unstructured":"Swanson, H.L., Carson, C. & Sachse-Lee, C.M. (1996). A selective synthesis of intervention research for students with learning disabilities: Is there a general support for a strategy deficit model? In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in learning and behavioral disabilities (Vol. 10, Part A, pp. 51\u2014180). Greenwich, CT: JAI Press."},{"key":"atypb25","unstructured":"Trafton, P. (1986). Teaching computational estimation: Establishing an estimation mindset. In H. L. Schoen & M. J. Zweng (Eds.), Estimation and mental computation: 1986 yearbook (pp. 16\u201430). Reston, VA: National Council of Teachers of Mathematics ."},{"key":"atypb26","volume-title":"A study of visual imaging and mathematical word problem solving by students of varying abilities. 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