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

David A Martin; Romina Jamieson-Proctor

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

Conference paper

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Peer reviewed

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

David A Martin and Romina Jamieson-Proctor

Proceedings of the CETL 2010 Conference

CETL 2010: Enhancing Learning Experiences in Higher Education (Hong Kong, China, 02-Dec-2010–03-Dec-2010)

University of Hong Kong, Centre for the Enhancement of Teaching and Learning

2010

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Abstract

Mathematics and Numeracy Curriculum and Pedagogy

problem-based learning

mathematics education

place value

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.

Details

Title: Problem-based learning's impact on the understanding of place value
Authors: David A Martin (Author) - University of Southern Queensland
Romina Jamieson-Proctor (Author) - University of Southern Queensland
Publication details: Proceedings of the CETL 2010 Conference; 14
Conference details: CETL 2010: Enhancing Learning Experiences in Higher Education (Hong Kong, China, 02-Dec-2010–03-Dec-2010)
Publisher: University of Hong Kong, Centre for the Enhancement of Teaching and Learning
Date published: 2010
Copyright note: 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.
Organisation Unit: School of Education - Legacy; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99450077902621
Output Type: Conference paper

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