Different types of on-line cooperative problem posing and solving system on fifth grade elementary school student’s mathematic learning achievement and learning

• Main Authors: Po Yi Wu, 吳柏儀
• Other Authors: Shu-chuan Chung
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/9a6bt7

碩士 === 國立嘉義大學 === 教育科技研究所 === 97 === This study aimed to investigate effects of three teaching strategies, (a) adaptive instruction, (b) cooperative problem posing and solving with goal setting and (c) cooperative problem posing and solving, on fifth grade elementary students’ mathematic learning achievement and learning attitude. The nonequivalent pretest-posttest design, a problem posing and solving system, the Division Test on decimal fraction and Problem Posing and Solving Test were implemented on 102 fifth grade students from three classes in an elementary school located in Chiayi County. One way ANOVA and Two-way ANCOVA were applied to investigate three groups’ learning achievement on decimal fraction of division. The result indicated that cooperative problem posing and solving with adaptive instruction affected positively on learners’ learning achievement on decimal fraction of division. Also, there was no significant difference among teaching methods on learning attitudes, but a significant difference was showed in the middle-level students’ learning attitudes. Successful problem posing reached 71.9%. However, myth about math needed to be clarified and more problem posing chances needed to be offered.