Effect of Intervention on Conceptual Change of Decimals in Chinese Elementary Students: A Problem-Based Learning Approach

• In Event: Poster Session 7
  In Poster Session: Mathematics Curriculum and Instructional Practice

Abstract

The purpose of this study was to compare a problem-based learning approach (PBL) 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 scientific interpretations of strategy use reflecting the use of metacognition, 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.

Authors

• Ru-de Liu, Beijing Normal University

• Yi Ding, Fordham University

• Min Zong, China Foreign Affairs University

• Dake Zhang, Rutgers University