Abstract

Computational estimation is one of the main components of number sense and is very important for a person’s computational fluency. Using strategies in computational estimation is one of the main characteristics of this concept. In this study, we explore the prior knowledge of computational estimation strategies among thirty-one eighth-grade Greek students and their development after an intervention using a modified Integrated Hierarchical Model of Computational Estimation Strategies method. This modified method is comparatively more suitable because students’ profiles are measured differently, two types of flexibility are identified, and adaptability is measured and compared to flexibility. The application of this method to this specific sample of research shows that even though an indirect intervention, in which the students discovered strategies on their own without teacher intervention, did produce an improvement in strategy knowledge and adaptivity, it did not improve flexibility or the use of strategies from levels 3 and 4 of the hierarchical rank.