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Abstract ▼ AI-Helper

This study aims to verify the effect of the situated learning-based instruction on mathematics learning of sixth-grade elementary school students. For this purpose, this study examined the differences in mathematical learning achievement and mathematical attitude between a group participating in the...

This study aims to verify the effect of the situated learning-based instruction on mathematics learning of sixth-grade elementary school students. For this purpose, this study examined the differences in mathematical learning achievement and mathematical attitude between a group participating in the situated learning-based class and a group participating in the normal instructor-led mathematics class. Moreover, this study verified the educational effect of the situated learning-based class by analyzing teacher's role in the class and students' way of participating in the class. The study results are as follows. First, the situated learning-based class positively influenced students' mathematics achievement and mathematical attitude. Second, teacher performed a role as a learning guide and facilitator. Third, other became an object to give help to or to learn from in the situated learning-based class. These situations had a positive influence on the organization of knowledge through active efforts of students for communication and problem solving which belongs to a cooperative socialization process happening in the class.

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