
06503004
a
2015f.00177
Liu, RuDe
Ding, Yi
Zong, Min
Zhang, Dake
Effect of an intervention on conceptual change of decimals in Chinese elementary students: a problembased learning approach.
Middleton, James A. (ed.) et al., Largescale studies in mathematics education. Cham: Springer (ISBN 9783319077154/hbk; 9783319077161/ebook). Research in Mathematics Education, 235263 (2015).
2015
Cham: Springer
EN
C33
D43
F43
C23
D20
conceptual change
decimal numbers
Chinese elementary students
problembased learning
selfefficacy
academic interest
doi:10.1007/9783319077161_11
Summary: The purpose of this study was to compare a problembased 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 wordproblem 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 selfefficacy and academic interest.