An Action Research of Cognitive Apprenticeship into Cooperative Learning in Sixth-Grade Mathematics Class

• Main Authors: Ching-Hsi Lin, 林璟禧
• Other Authors: Shih-Zhong Jang
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/64349576906579193333

碩士 === 中原大學 === 教育研究所 === 96 === The aim of this study is to explore the cognitive apprenticeship into cooperative learning in the sixth-grader’s mathematics class implementation present situation. The researcher uses cooperative learning a mathematics teaching strategy and adequately applies cognitive apprenticeship into math curriculum to explore and understand the changes of students’ learning process, achievements and the straits of the teachers, and provide the documentary record of the entire project for teachers’reference. The method of this study is based on action research. The subjects of research are 34 students in the sixth-grade in the class of the researcher, and the research is carried out for 5 weeks from February to April of the second semester in school year of 2007.The data of the research comes from observations and note-taking of teacher and students, mathematics study diary, the record of the interviews, the reflective journals of the teachers, etc. As a qualitative research, the study adopts Patton’s (1990) suggestion to analysis all collected raw data by organizing, categorizing, and compiling. The goal is to form its own research outline according to the results of the data analysis through the survey. The results of this research are: 1. The process of cognitive apprenticeship into cooperative learning as an teaching strategy to construct mathematics curriculum, shows that the students feel that their learning in math is improved. 2. Cognitive apprenticeship into cooperative learning for mathematics teaching can help different level students. Cognitive apprentice has the growth greatly on their learning of mathematics achievement and attitude. 3.The process of teaching strategy is a positive improvement for students on their learning of mathematics attitude. 4.During the action process of the education, it is found the teacher’s ability to design a curriculum is increased, the field of teacher’s vision is enlarged, the classroom atmosphere becomes more active and lively, the students have stronger motivation , and the teachers have more opportunity to observe the students and communicate with the students through the process of plan, action and introspection. Finally, rests on the findings, proposed some suggestions of the process of cognitive apprenticeship into cooperative learning in the sixth grade, supplies the teaching application, the school administration and the following researcher refers.