Action Research on S-T Cooperative Learning Mode of Mathematics for Senior High School Freshmen

• Main Authors: Chen Yien Ting, 陳彥廷
• Other Authors: Yau Ru-fen
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/02913243024762955255

碩士 === 國立嘉義大學 === 數學教育研究所 === 90 === This is action research. Therefore, the principal participants involved in the research are the author and one of the author’s classes of senior high school freshmen. The research is conducted mainly by the cooperative learning approach of STAD by Slavin (1978) and partially by TAI developed by Slavin (1985) so that an S-T cooperative learning situation can be established for students. This way, math learning of senior high school freshmen, their learning motives in the process of S-T cooperative learning, their learning anxiety, and their affective transformation and performance can be explored. The application mode of S-T cooperative learning and suggestions for subsequent research are presented based on the research results. By analyzing related documents and the data from classroom observation, after-class interviews and the questionnaire, the following can be found out: 1.In terms of the application stages of S-T cooperative learning, the students are not quite familiar with such a kind of learning mode in the initial stage of transition, so there are some behavioral and disciplinary problems. Not until the late third week do the students learn how to discuss and communicate with classmates in order to clarify their concepts. In the middle experimental stage, problems emerging in the classroom are more related to the procedures of S-T cooperative learning. From the late fifth week on, the students are making great progress in their performance, and the research proceeds to the developed stage of maturity. At this stage, the researcher focuses on the learning and construct of the students’ math concepts in S-T cooperative learning. 2.In the mode of S-T cooperative learning, through the process of communication, the students’ concepts are re-discussed and mastered in learning these two units of “Numbers and Coordinate” and “Sequence and Series,” and the promotion of math concepts is thus achieved. However, there are still five concepts which the students fail to fully understand, including (1) the slope relation between parallel lines and between perpendicular lines; (2) complex numbers consisting of real numbers and imaginary numbers, and its format; (3) the calculation of complex numbers; (4) every point on the complex plane corresponding exclusively to only one complex number, and how to locate the complex number a+bi on the complex plane; and (5) to prove the infinite proposition involving natural numbers by mathematical induction. 3.After S-T cooperative learning, there is prominent difference level between the posttest and pretest in the students’ learning motives of “fondness” and “involvement.” As to “competence” and the “total score,” they do not reach prominent difference level. However, there is prominent difference level between the posttest and pretest in learning anxiety of “worry,” “antipathy,” “test anxiety,” and the “total score.” To put it differently, the students’ learning anxiety is conspicuously reduced. As for “pressure consciousness,” it does not reach prominent difference level. On the whole, S-T cooperative learning can reduce the students’ individual competition with each other, promote mutual dependence and cooperation among groups, and enable the students to learn the skills that cannot be acquired in the traditional classroom. Besides, the students also highly value the effects that influence their problem-solving ability, and they also expect to study mathematics in this way in the future.