id: 06503004
dt: a
an: 2015f.00177
au: Liu, Ru-De; Ding, Yi; Zong, Min; Zhang, Dake
ti: Effect of an intervention on conceptual change of decimals in Chinese
elementary students: a problem-based learning approach.
so: Middleton, James A. (ed.) et al., Large-scale studies in mathematics
education. Cham: Springer (ISBN 978-3-319-07715-4/hbk;
978-3-319-07716-1/ebook). Research in Mathematics Education, 235-263
(2015).
py: 2015
pu: Cham: Springer
la: EN
cc: C33 D43 F43 C23 D20
ut: conceptual change; decimal numbers; Chinese elementary students;
problem-based learning; self-efficacy; academic interest
ci:
li: doi:10.1007/978-3-319-07716-1_11
ab: Summary: 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.
rv: