The Effectiveness of Problem-Based Learning and Base Ten Blocks Media on Understanding Addition and Subtraction Concepts in Primary Schools : Systematic Literature Review

Abstract

This study aims to synthesise findings regarding the effectiveness of Problem-Based Learning (PBL) and Base Ten Blocks in improving primary school pupils’ conceptual understanding of addition and subtraction. The method used was a Systematic Literature Review (SLR) employing the PRISMA approach. A literature search via Google Scholar and SINTA yielded 55 articles; following a selection process, 40 articles were identified for full review, and 15 articles met the inclusion criteria for analysis. The results of the study indicate that PBL tends to enhance active engagement and conceptual understanding through contextual problem-solving, whilst Base Ten Blocks are effective in facilitating the visualisation of place value and arithmetic operations. The integration of both approaches shows a tendency towards a more optimal impact compared to their separate use. Thus, the combination of PBL and concrete materials has the potential to support meaningful mathematics learning, although further empirical research is required to strengthen these findings