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.
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Abstract
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.
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Statistics for this ePrint Item |
| Item Type: | Conference or Workshop Item (Commonwealth Reporting Category E) (Paper) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| 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. |
| Faculty / Department / School: | Historic - Faculty of Education |
| Date Deposited: | 29 Apr 2011 05:35 |
| Last Modified: | 03 Jul 2013 00:35 |
| Uncontrolled Keywords: | problem-based learning; mathematics education; place value |
| Fields of Research : | 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators 01 Mathematical Sciences > 0103 Numerical and Computational Mathematics > 010301 Numerical Analysis 13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy |
| Socio-Economic Objective: | E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education |
| URI: | http://eprints.usq.edu.au/id/eprint/18756 |
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