Abstract
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 language | English |
|---|---|
| Pages (from-to) | 55-69 |
| Number of pages | 15 |
| Journal | Educational Technology and Society |
| Volume | 13 |
| Issue number | 3 |
| Publication status | Published - 2010 |
Keywords
- Computational estimation
- Mobile learning
- Number sense
- Problem-based learning
ASJC Scopus subject areas
- Education
- Sociology and Political Science
- General Engineering