Mobile-Device-Supported Problem-Based Computational Estimation Instruction for Elementary School Students
Department of Applied Chinese Languages and Literature, National Taiwan Normal University, Taiwan //Tel: +886-2-77148232 // firstname.lastname@example.org
Department of Educational Psychology and Counseling, National Taiwan Normal University, Taiwan //Tel: +886-2-77343769
Department of Mathematics and Information Education, National Taipei University of Education, Taiwan //Tel: +886-926892732
Graduate Institute of eLearning Technology, National Hsinchu University of Education, Taiwan //Tel: +886-3-5213132-7904
Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taiwan // Tel: +886-2-77341014 // email@example.com
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.
Keywords: Computational Estimation, Number Sense, Mobile Learning, Problem-Based Learning