Does this Answer Make Sense? Primary School Students and Adults Judge the Reasonableness of Computational Results in Context-Based and Context-Free Mathematical Tasks

Abstract This study investigates students’ and adults’ performance in judging reasonableness of computational results, namely reflecting on whether these results qualify as acceptable answers to mathematical tasks. Data was gathered via task-based questionnaires from 160 participants, evenly divided between fifth-graders adults. Their responses a systematically varied collection context-free context-based items shed light their strategies relation two interrelated aspects reasonableness: number relationships the effect operations ( internal ) practicality external ). The revealed that students were better at utilising former criterion compared latter, while for adults, opposite found. However, adults clearly outperformed both aspects. Task characteristics such involved numbers operations, correctness or incorrectness computation found be associated with fluctuations performance, although differed items. Algorithm- rule-based more popular than sense-making ones especially among students, only latter type correlated increased correct response rates. Students often failed obtain made sense considering real-life situations operations. Instead, they blindly trusted algorithms rules, even when use inappropriate insufficient. findings highlight help refine ability judge reasonableness, mathematics classrooms should prioritise development promote search connections school everyday life.