The research on the application “cooperative learning and meta-cognition thinking” to teaching Math and its effect on elementary gifted student’s Math question-solving ability and attitude

• Main Authors: Yang Li-Hua, 楊麗華
• Other Authors: Chang Shih-hui
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/34384760839006931047

碩士 === 臺北市立師範學院 === 國民教育研究所 === 89 === This research is made in accordance with the cognitive theory of “Cooperative Learning” and “Retrospective Ability”. It also refers to Polya’s solving strategy (1945) and Liu Shi-Chi’s study (1991) in designing Math. teaching strategy that suits the gifted six-graders. We intend to explore its influence on the target’s solving ability as well as mathematical attitude. The samples are selected from 26 gifted students of two elementary schools (13 each) due to the similarity of their scales and community environment. In the experiment group, 13 students receive the experimental teaching strategy whilst those of the control group do not. After the whole procedure, both groups undertake the co-variance analysis by imposing “Solving Ability Test” and “Ele. Mathematical Attitude”, respectively. We also distribute questionnaires to students in exper. group and evaluate their weekly journals to realize the viewpoints on implementing “Cooperative-Retrospective Math. Teaching Strategy”. The major results are revealed as follows: 1. “Cooperative-Retrospective Math. Teaching Strategy” helps to improve ele. gifted students’ solving ability. 2. “Cooperative-Retrospective Math. Teaching Strategy” helps to enhance students’ confidence in learning Math. and their functional receptivity of this subject. However, it has no significant influence on other mathematical attitudes, such as: explorative motive, successful attitude, significant other, anxiety… aspects relevant to Math. area. 3. Students involved gold a positive and supporting attitude towards “Cooperative-Retrospective Math. Teaching Strategy”. 4. Applying this strategy helps to sharpen the ele. gifted students’ retrospective ability. 5. Applying the teaching strategy helps to endow the ele. gifted students with a complete solving process (comprehend → plan → execute → prove) and an advanced thinking capability (the coherence and wholeness of every solving process). In summary, “Cooperative-Retrospective Math. Teaching Strategy” may enhance the solving and retrospective ability of ele. gifted students. It is also of benefit to improve mathematical attitude in certain aspects. Finally, the researcher proposes suggestions (based on the result) as the references in application of gifted-talented education and in future study.