The purpose of this study was to compare a problem-based learning (PBL) approach and a traditional approach for teaching decimal concepts to 76 Chinese fifth graders. Students in the experimental group (n= 38) learned multiplication and division of decimals and word-problem solving of decimals using a PBL approach. In comparison to the control group (n = 38), students in the experimental group demonstrated significantly better performance on both mixed computation and decimal computation, provided more strategic interpretations of strategy use reflecting conceptual change, and made fewer errors when applying rules of whole number computation to decimal computation. Students in the experimental group also reported higher levels of social self-efficacy and academic interest.
|Original language||English (US)|
|Title of host publication||Large-Scale Studies in Mathematics Education|
|Publisher||Springer International Publishing|
|Number of pages||29|
|State||Published - Jan 1 2015|
All Science Journal Classification (ASJC) codes
- Social Sciences(all)