The purpose of this study was to analyse secondary school students’ (N = 16) computer-supported collaborative mathematical problem solving. The problem addressed in the study was: What kinds of metacognitive processes appear during computer-supported collaborative learning in mathematics? Another aim of the study was to consider the applicability of networked learning in mathematics. The network-based learning environment Knowledge Forum (KF) was used to support students’ collaborative problem solving. The data consist of 188 posted computer notes, portfolio material such as notebooks, and observations. The computer notes were analysed through three stages of qualitative content analysis. The three stages were content analysis of computer notesin mathematical problem solving, content analysis of mathematical problem solving activity and content analysis of the students’ metacognitive activity. The results of the content analysis illustrate how networked discussions mediated mathematical knowledge and students’ questions, while the mathematical problem solving activity shows that the students co-regulate their thinking. The results of the content analysis of the students’ metacognitive activity revealed that the students use metacognitive knowledge and make metacognitive judgments and perform monitoring during networked discussions. In conclusion, the results of this study demonstrate that working with the networked technology contributes to the students’ use of their mathematical knowledge and stimulates them into making their thinking visible. The findings also show some metacognitive activity in the students’ computer-supported collaborative problem solving in mathematics.

The purpose of the study was to investigate the effectiveness of collaborative problem solving on academic performance of pre-university students. Economics classified as an elective subject in secondary school, Malaysia but as a compulsory paper for all pre-university students. The pre-university students always face difficulties in learning economics, especially for those without learning economics in secondary school A quasi-experimental method was applied in this study. There were 294 students selected randomly from ten schools and divided into three groups. Two hypotheses have been tested. MANOVA and ANOVA have been employed for testing the significant effect in mean score of performance post-test within groups. The results indicated that the students in CPS2 group outperformed in academic performance mean score significantly. The findings of this study also reveal that CPS1 and CPS2 are effective in enhancing students' performance.

This research is motivated because, in learning mathematics, students' problem -solving abilities are still low. Students have not been able to understand the problem given. This is Indicated by many students who cannot determine what is known and what is asked in the problem. This study aims to determine the Collaborative Problem Solving Learning Model (CPS) effect on Mathematics Learning Outcomes in Students' Mathematical Problem Solving Ability. This research is an experimental study with a research design using a 2×2 factorial design. The population of the study was all VII grade students of Junior High School (SMP) Muhammadiyah 3 Depok in the even Semester of the 2019/2020 school year. The sample used in this study was to take two classes. Randomly, namely, class VII A as a control class and VII D as an experimental class. Data collection Two techniques using the test. The data analysis technique used two-way Anava with prerequisite test analysis of normality test and h...

The aim of the paper is to examine the opinion of teachers about the representation and limitations of the application of collaborative learning in online teaching of mathematics. The survey conducted on a sample selected from the population of primary school teachers in R. Serbia (N=116), and data were collected about cooperative learning in online mathematics classes. The results showed that the majority of teachers apply group work, and less often online teaching. They believe that it is possible to organize collaborative learning in online mathematics classes in lower grades, but that there are certain limitations in the realization of this way of teaching. A small number of them have realized such activities through online classes.

This article described a programme that aimed to enhance students' mathematical problem-solving performance through cooperative learning. In the whole-class study, the researcher planned and implemented the cooperative problem-solving programme for 40 Secondary Three female students. Results using pre and post tests showed that the class scored better in problem-solving performance after the programme. The researcher further selected a group of four students was further selected to study individual student behaviours by audio-taping their discussions in order to identify metacognitive and affective behaviours during cooperative learning. The results revealed that the four students exhibited metacognitive behaviours such as asking for clarification, giving a suggestion, evaluating solutions; and affective behaviours such as persisting in the task, praising and encouraging when they solved problems in a group.

ABSTRACT: Whether mathematical problem solving is done face-to-face or through computer-mediated communication, as long as there are multiple participants with their respective approaches, procedures and assessment methods, there is a need for participants to resolve their differences, whether through negotiation, argumentation or some other interactional activity to initiate, maintain and conclude their collaborative problem-solving activity.