Martin, David A. and Jamieson-Proctor, Romina (2010) Problem-based learning's impact on the understanding of place value. In: CETL 2010: Enhancing Learning Experiences in Higher Education, 2-3 Dec 2010, Pokfulam, Hong Kong.
PDF (Published Version)
The conceptual development of place value is often described as the most significant of all number concepts which, when understood, enables students to develop a comprehensive sense of number (Reys, Lindquist, Lambdin, & Smith, 2009). Disappointingly, the development of place value is seen as an elusive concept for pre-service teachers. This paper reports on a study to determine the effect of a problem-based learning (PBL) approach versus a traditional teacher-centred instructional approach in a university course on pre-service teacher’s content knowledge and conceptual understanding of place value.
|Item Type:||Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)|
|Additional Information:||Copyright © 2010 David A Martin, Romina Jamieson-Proctor. The authors assign CETL, HKU the right to publish this document in full in the conference proceedings. Any other usage is prohibited without the express permission of the authors.|
|Uncontrolled Keywords:||problem-based learning; mathematics education; place value|
|Depositing User:||Mr David Martin|
|Date Deposited:||29 Apr 2011 05:35|
|Last Modified:||03 Jul 2013 00:35|
Actions (login required)
|Archive Repository Staff Only|