Abstract
In order to help overcome the difficulties students have learning factors, the authors designed teaching activities from the viewpoint of situated cognition. These activities were implemented in two fifth grade classes. The study was conducted using a cooperative action inquiry approach with the authors and an elementary teacher working as a team. The team interaction produced rich dialogue between theory and realistic matters, professional expertise and pragmatic practice.
The results of this study showed that the teaching activities (poker games) demonstrated students’ positive attitudes toward learning, enhanced students’ concepts of factors, deepened students’ thinking, induced productive strategies in solving problems, and united students’ daily life experiences with school math.
| Keywords: | factors; cooperative action inquiry; situated cognition |
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