A Study of GS-Based “Factor” Collaborative Learning in a Primary School

Abstract

This paper reports the design of a GS-supported collaborative learning environment to empower fifth graders students’ conceptual learning in the primary mathematic classroom. The investigation of the effectiveness of the learning design through evaluating students’ learning gains. The result indicated that the proposed design could help enhancing students’ factor learning experiences. By analyzing the feedback questionnaires and interviews, finding that CSCL could promote the peers to interact positively, rely on and help with each other, and could elevate the pupils’ motivation and interests in learning. Suggestions were made at the end of this paper based on the results of this research providing for reference to further studies and practice teaching.