An Investigation of Cooperative Learning and Problem-posing on Integrating Information into Mathematic Learning

• Main Authors: Ching-Tsung Lin, 林慶宗
• Other Authors: 鐘樹椽
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/13488573841822305065

碩士 === 國立嘉義大學 === 教育科技研究所 === 93 === The purpose of this study was to examine the impact of integrating web information into different instructional strategies on the fifth graders’ learning achievements, retentions, attitudes on mathematics. In additional, the researcher also would like to investigate their attitudes and thinking on learning mathematics on the Internet. A quasi-experimental design was carried out in this study, including 126 fifth graders from four classes. The classes were assigned into four different treatments with different instructional strategies, Information integrated into Cooperative Learning and Problem-posing, Information integrated into Individual Learning and Problem -posing, Information integrated into Individual Learning and Traditional Learning. All subjects were pre-tested and post-test by the achievement test before and after the experiment. After taking the post-test with three units, all students were required to fill out the “Attitudes Toward Mathematics Questionnaire” and answer the questions about mathematics learning. One week later, everyone was post-tested by the retention test. The results of the study are summarized as follows: 1. The group of Cooperative Pose had a better score than other three groups on the achievement test and the retention test. 2. The high achievement students in Group of Cooperative Pose performed better than the others on the achievement test and the retention test, except the unit of ”Circumference ”. In addition, the middle achievement students in Groups of Cooperative Pose, Individual pose and Individual performed better than those in Traditional Group on the achievement test and the retention test, except the unit one. For low achievement students, students in Group of Cooperative Pose performed better than those in Traditional Group. 3. As for the learning attitudes, students in Group of Cooperative Pose performed better than the control group. 4. There was no significant difference amount the three experimental groups. However, most students thought that the websites were helpful on mathematic learning.