Revisiting the control group: Problem-based learning's impact on the understanding of place value

Paper


Martin, David A.. 2012. "Revisiting the control group: Problem-based learning's impact on the understanding of place value ." 3rd International PBL Symposium 2012: PBL and the Problematization of Teaching and Learning. Singapore 07 - 09 Mar 2012 Singapore.
Paper/Presentation Title

Revisiting the control group: Problem-based learning's impact on the understanding of place value

Presentation TypePaper
Authors
AuthorMartin, David A.
Journal or Proceedings TitleProceedings of the 3rd International Problem-Based Learning Symposium
Number of Pages8
Year2012
Place of PublicationSingapore
ISBN9789810715526
Web Address (URL) of Paperhttp://www.rp.edu.sg/symposium/2012/home.aspx
Conference/Event3rd International PBL Symposium 2012: PBL and the Problematization of Teaching and Learning
Event Details
3rd International PBL Symposium 2012: PBL and the Problematization of Teaching and Learning
Event Date
07 to end of 09 Mar 2012
Event Location
Singapore
Abstract

The use of a control group is an effective tool which afforded this researcher a gauge as to the effectiveness of his change in pedagogy. However, the ethical considerations regarding the control group’s continued lack of understanding could not go unattended. This study revisits that control group. In the original investigation, both a control group and an experimental group were used to determine the effect a problem-based learning (PBL) pedagogy versus the traditional teacher-centred instructional approach in a university course will have upon pre-service teacher’s understanding of place value (PV). At the end of the study, the results suggest that the majority of the control group possessed a prestructural or unistructural understanding of place value systems, while the experimental group was found to be mainly thinking at a unistructural and multistructural level. Two years later, the control group was re-taught using the PBL method after being pre-tested for incidental learning. The pre-test results indicated they were found to still be mainly thinking at a pre or unistructural understanding. However, after being treated to the PBL instruction, the control group participants were found to be thinking at a unistructural, multistructural and relational level. Therefore, it is suggested from this study that a PBL approach does provide deeper understanding in pre-service educators’ understanding of place value.

Keywordsproblem-based learning, mathematics education, place value, control group, ethics
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
390102. Curriculum and pedagogy theory and development
390109. Mathematics and numeracy curriculum and pedagogy
Public Notes

Copyright © 2012 David A. Martin. The author assigns Republic Polytechnic 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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