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

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Journal of Educational Technology & Society Volume 13, Number 3, ISSN 1176-3647 e-ISSN 1176-3647

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. (Contains 1 table and 9 figures.)

Citation

Lan, Y.J., Sung, Y.T., Tan, N.c., Lin, C.P. & Chang, K.E. (2010). Mobile-Device-Supported Problem-Based Computational Estimation Instruction for Elementary School Students. Journal of Educational Technology & Society, 13(3), 55-69. Retrieved October 21, 2019 from .

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