Description:
This study examined affective factors associated with the seventh grade students’ computational estimation ability. Data was collected from five high achievers via two interview sessions. During the interviews, students were required to solve numerical computational estimation questions and share their perspectives about computational estimation. Additionally, teacher interviews and observations were conducted for triangulation purposes about students’ performance in mathematics and attitude toward mathematics. A theme oriented matrix was used to analyze the data. The results of the study found that students’ confidence in ability to do mathematics, perceptions of mathematics, confidence in ability to do estimation, perceptions of estimation and tolerance for error were identified as affective factors related with students’ computational estimation ability.