行動合作學習對國小學童等值分數解題表現與表徵能力之研究

A Study of Mobile Computer Supported Collaborative Learning on Equivalent Fractions Problem Solving and Representation for Elementary School Students

本研究探討行動合作學習對國小學童在等值分數上的解題表現與表徵能力的影響，採準實驗研究設計。研究對象為國小學童64人，實驗組雙人實施行動合作學習，對照組B人實施合作學習，最後依據前測及後測的成績得到結果包括：行動合作學習組在等值分數的解題表現優於合作學習組；行動合作學習組與合作學習組在等值分數的符號表徵轉符號表徵無顯著差異；行動合作學習組與合作學習組在等值分數的圖形表徵轉圖形表徵無顯著差異；行動合作學習組在等值分數的符號表徵轉圖形表徵優於合作學習組；行動合作學習組在等值分數的圖形表徵轉符號表徵優於合作學習組。

The purpose of this study was to investigate effects of mobile computer supported collaborative learning on equivalent fractions problem solving and representation for elementary school students. This study utilized a quasi-experimental design. The participants were 64 elementary school students. One group had 31 students who learning by mobile computer supported collaborative learning (MCSCL). The other group had 33 students who learning by collaborative learning (CL). There were some findings. As for equivalent fractions problem solving, the performance of the group 'MCSCL' was batter then the group 'CL'. As for transferring equivalent fractions representation ('symbol to picture' and 'picture to symbol'), the performance of the group 'MCSCL' was batter then the group 'CL'.