Mobile-device-supported problem-based computational estimation instruction for elementary school students

Yu Ju Lan*, Yao Ting Sung, Ning chun Tan, Chiu Pin Lin, Kuo En Chang

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

27 Citations (Scopus)


This study implemented a three-stage problem-based estimation instruction scenario and combined it with mobile technology to provide elementary teachers with an effective e-tool for observing student estimation and leading effective class or group discussions on the selection and assessment of appropriate strategies for solving daily estimation problems. Twenty-eight fourth graders were randomly sampled and assigned to two groups: the experimental group (problem-based estimation instruction using mobile devices) and the control group (problem-based estimation instruction without mobile devices). The analytical results demonstrated that problem-based estimation instruction could effectively help students learn computational estimation skills. Moreover, using mobile devices for problem-based computational estimation instruction appeared to help students discuss and cooperate with others, and moreover the mobile-device-supported problem-based estimation scenario helped students develop metacognition knowledge of estimation strategies.

Original languageEnglish
Pages (from-to)55-69
Number of pages15
JournalEducational Technology and Society
Issue number3
Publication statusPublished - 2010


  • Computational estimation
  • Mobile learning
  • Number sense
  • Problem-based learning

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science
  • General Engineering


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