A Study of Cooperative Learning on 9th Grade students Geometry ─Arithmetric on Circles

• Main Authors: Mei-Fang Chen, 陳玫芳
• Other Authors: 李林滄
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/90439423849429274400

碩士 === 國立中興大學 === 應用數學系所 === 103 === The aim of this study is to observe and analyze the learning effect of the 9th grade students for “Arithmetic on Circles”, and to enhance the learning achievements and attitudes by “ cooperative learning in mathematics. ”More over, by comparing results of the preliminary test and the reformed test, the students were interviewed in order to explore more information about their feeling during “cooperative learning in mathematics.” In this study, both the learning achievements and attitudes of students towards learning in the “Arithmetic on Circle” were analyzed. With additional information obtained from the feedback sheets of students, there are three major findings: First, as for “Arithmetic on Circles”, students in this study were divided into three levels – high-end, middle-end and low-end, according to their preliminary testing result. In the aspect of learning achievements , the instruction had positive effect on high-end students, the effect on middle-end students are double-curve; however, the low-end students showed no significant difference. Second, as for “Arithmetic on Circles”, most of the students hold positive attitudes towards “cooperative learning in mathematics”, especially for those in the middle-end level. This is because students can easily clarify what they misunderstood in concepts and follow the correct mathematical procedure through the peer teaching process.This enhances their interests and achievements in learning mathematics. Cooperative learning can definitely enhance the learning attitudes in mathematics for the middle-end students. Third, as for “Arithmetic on Circles”, the students thought that “cooperative learning in mathematics” is helpful to the learning of the concept of Geometry, and by communication, the peer increase the social interaction during the mathematics learning.