Problem-based learning's impact on the understanding of place value

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.

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/School / Institute/Centre:	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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