Effect of an intervention on conceptual change of decimals in Chinese elementary students: A problem-based learning approach

Ru De Liu; Yi Ding; Min Zong; Dake Zhang

doi:10.1007/978-3-319-07716-1_11

Effect of an intervention on conceptual change of decimals in Chinese elementary students: A problem-based learning approach

Ru De Liu, Yi Ding, Min Zong, Dake Zhang

Graduate School of Education, Education Psychology

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

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
Pages	235-263
Number of pages	29
ISBN (Electronic)	9783319077161
ISBN (Print)	9783319077154
DOIs	https://doi.org/10.1007/978-3-319-07716-1_11
State	Published - Jan 1 2015

All Science Journal Classification (ASJC) codes

Social Sciences(all)

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10.1007/978-3-319-07716-1_11

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abstract = "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.",

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AB - 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.

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Effect of an intervention on conceptual change of decimals in Chinese elementary students: A problem-based learning approach

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