| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 101 === This research explored the process of classroom discussion through cooperative problem solving. The dialogues between the teacher and students and peer discussion urged the development of constructing knowledge and the formation of promoting mathematics self-concept.
Action research provide the back bone of the methodology and the technic of teaching experimental research was utilized in the teaching. Data are anolized by mean of the protocal analysis. Participants were the 8th graders purposively selected from one junior high school in Central Taiwan. There were three phases, including preliminary phase, adjustment phase, and stabilization phase. In the stabilization phase, the students were divided into small groups and taught the use of straitege and compass construction. The aparatus of data collection included Mathematics Learning Attitude Measurement, classroom journal, learning chart, observation, and interviews. The researcher presented the real situation of how students put the cooperative problem solving and discussion into practice.
The findings showed that students’ discussion varied when the teacher used different teaching materials and strategies in class to guide students to discuss and focus on the topic. Therefore, the teacher is a key to facilitate a good culture of classroom discussion. The teacher encouraged students to express their thinking. Through the process of discussion and cooperation with each other, students clarified their concept, constructed knowledge, and reached an agreement.
The findings also indicated that low achievement students gained a successful learning experience. In addition, high achievement obtained a deeper learning. Through communication and discussion, students reduced Mathematics anxiety. Low achievement students were willing to share what they have learned. With proper feedback, students increased to use Mathematics language to express themselves. Through peer encouragement, medium and low achievement students had more positive Mathematics self-concept.
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