Mobile-Device-Supported Problem-Based Computational Estimation Instruction for Elementary School Students

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 appro...

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Bibliographic Details
Published in:Educational technology & society 2010-07, Vol.13 (3), p.55-69
Main Authors: Lan, Yu-Ju, Sung, Yao-Ting, Tan, Ning-chun, Lin, Chiu-Pin, Chang, Kuo-En
Format: Article
Language:English
Subjects:
Classroom discussion
Computation
Computer Assisted Instruction
Computer Software
Control Groups
Cooperative Learning
Educational aspects
Educational Technology
Electronic devices
Electronic Learning
Elementary education
Elementary School Mathematics
Elementary School Students
Estimation methods
Experimental Groups
Foreign Countries
Grade 4
Group Activities
Handheld Devices
Instructional Design
Instructional Effectiveness
Mathematics
Mathematics curricula
Mathematics education
Mathematics Instruction
Mathematics Skills
Metacognition
Mobile computing
Mobile devices
Nursing students
Pretests Posttests
Problem Based Learning
Problem Solving
Special Issue Articles
Students
Study and teaching
Taiwan
Teachers
Technology application
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Summary: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.
ISSN:1176-3647
1436-4522
1436-4522