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

Paper

Martin, David A. and Jamieson-Proctor, Romina. 2010. "Problem-based learning's impact on the understanding of place value." CETL 2010: Enhancing Learning Experiences in Higher Education. Pok Fu Lam, China 02 - 03 Dec 2010 Hong Kong.
Paper/Presentation Title

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

Presentation TypePaper
AuthorsMartin, David A. (Author) and Jamieson-Proctor, Romina (Author)
Journal or Proceedings TitleProceedings of the International Conference on Enhancing Learning Experiences in Higher Education (CETL 2010)
Number of Pages14
Year2010
Place of PublicationHong Kong
Web Address (URL) of Paperhttp://www.cetl.hku.hk/conference2010/pdf/Martin.pdf
Conference/EventCETL 2010: Enhancing Learning Experiences in Higher Education
Event Details
CETL 2010: Enhancing Learning Experiences in Higher Education
Event Date
02 to end of 03 Dec 2010
Event Location
Pok Fu Lam, China
Event Venue
University of Hong Kong
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.

Keywordsproblem-based learning; mathematics education; place value
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
490302. Numerical analysis
390109. Mathematics and numeracy curriculum and pedagogy
Public Notes

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.

Byline AffiliationsFaculty of Education
Institution of OriginUniversity of Southern Queensland
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