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• Main Authors: Shang-Feng Tsai, 蔡尚峯
• Other Authors: Yun-Chi Ho
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/63652132903451280494

碩士 === 國立東華大學 === 教育研究所 === 97 === Abstract This research uses the action research approach to investigate the application of cooperative learning method in mathematics remedial teaching. The instructional processes of remedial teaching for students with low mathematics achievement are qualitatively described in associated with quantitative analyses, including learning sheets, video data and the mid-term exam grades, to evaluate their ability, attitude, and achievement towards mathematics learning. Eighteen subjects, whose performances were lower than the average of 92 eighth grade students in authors’ classes, are selected for the present research. The results indicate that, after 7 weeks of total 21 classes of remedial teaching, 1. The subjects exhibit convincing improvements in mathematics learning, such as the conceptual understanding in mathematics, the skills in progressively solving mathematical problems and geometrical proofs as well; nevertheless, their achievements in geometric inference are less satisfactory. 2. The subjects maintain a positive and aggressive learning attitude towards mathematics after the research is completed. Meanwhile, they also utilize the problem-solving skills developed in remedial teaching to their learning in other classes. This research concludes that the learning performance of students can be effectively enhanced by employing cooperative learning strategy in associated with certain systematic problem-solving guidance, and by providing appropriate learning scaffold for students. The authors also propose some suggestions to the educational administration for conducting mathematics remedial teaching in junior high schools in the future.