| Mathematics can be found everywhere in teaching and daily life in various subject areas.With the advancement of the new curriculum reform,educators pay more attention to the cooperative type of learning of learners,and thus the field of sample learning research has emerged as cooperative sample learning,which is an effective way of learning that has been widely used in various subject areas.Therefore,this study mainly adopts an experimental method to explore the transfer effects of cooperative sample learning in mathematics for elementary school students.Experiment 1 used a 2(instructional explanation: with instructional explanation,without instructional explanation)× 2(sample type: simple,complex)two-factor between-subjects design with 300 study participants to examine the transfer effects of instructional explanation samples on cooperative sample learning in mathematics for elementary school students.The results showed that(1)the main effects of both instructional explanation and sample type on the near transfer test scores of cooperative sample learning were significant,i.e.,cooperative sample learning with instructional explanation and complex cooperative sample learning had better near transfer test scores.There was a significant interaction between instructional explanation and sample type: complex cooperative sample learning without instructional explanation and simple cooperative sample learning with instructional explanation had better near transfer learning.(2)The main effects of both instructional explanation and sample type on the distant transfer test scores of the cooperative samples were significant,i.e.,the distant transfer test scores were better for the cooperative samples with instructional explanation and the simple cooperative samples.There was a significant interaction between instructional explanation and sample type: both simple cooperative samples with and without instructional explanation had better distant transfer learning than complex cooperative samples,and simple cooperative samples with instructional explanation had better distant transfer learning than simple cooperative samples without instructional explanation.(3)The main effect of instructional explanation and cognitive load was significant,that is,the cognitive load of cooperative sample learning without instructional explanation was higher than that with instructional explanation;there was a significant interaction between instructional explanation and sample type of cognitive load,which showed that the cognitive load of simple cooperative sample learning without instructional explanation was significantly higher than that of simple cooperative sample learning with instructional explanation.The main effect of instructional explanation and learning motivation was significant,i.e.,the learning motivation of cooperative sample learning with instructional explanation was significantly higher than that of cooperative sample learning without instructional explanation;the main effect of sample type and learning motivation was significant,i.e.,the learning motivation of simple cooperative sample learning was higher than that of complex cooperative sample learning;there was a significant interaction between instructional explanation and sample type,which showed that the learning motivation of complex cooperative sample learning with instructional explanation was significantly higher than that of complex cooperative sample learning without instructional explanation.There was a significant interaction between the instructional explanation and the sample type,showing that the learning motivation of complex cooperative samples with instructional explanation was significantly higher than that of those without instructional explanation.Experiment 2 used a 2(group type: homogeneous,heterogeneous)× 2(sample type: simple,complex)two-factor mixed experimental design with 300 study participants to examine the learning transfer effects of cooperative sample learning in mathematics for elementary school students with different group types.The results showed that(1)the main effects of both group type and sample type on the near transfer test scores of cooperative sample learning were significant,i.e.,heterogeneous group cooperative sample learning and complex cooperative sample learning had better near transfer test scores.There was no interaction between group type and sample type.(2)The main effect of group type on distant transfer test scores was significant,i.e.,distant transfer test scores were better for heterogeneous group cooperative samples.There was an interaction between group type and sample type:heterogeneous groups with complex cooperative samples learned better on the distance transfer test.The cognitive load of simple cooperative sample learning was higher in heterogeneous groups,and the learning motivation of simple cooperative sample learning was stronger in heterogeneous groups.(3)The main effect of group type and cognitive load was significant,i.e.,the cognitive load of homogeneous groups was significantly higher than that of heterogeneous groups;the main effect of sample type and cognitive load was significant,i.e.,the cognitive load of simple samples was significantly higher than that of complex samples;there was a significant interaction between group type and sample type,which showed that the cognitive load of simple cooperative sample learning of heterogeneous groups was significantly higher than that of complex samples.The main effect of group type and learning motivation was significant,i.e.,the learning motivation of homogeneous groups was significantly higher than that of heterogeneous groups;the main effect of sample type and learning motivation was significant,i.e.,the learning motivation of simple samples was significantly higher than that of complex samples;there was a significant interaction between group type and sample type,which showed that the learning motivation of simple cooperative samples of heterogeneous groups was significantly higher than that of complex samples.Experiment 3 used a 3-(heterogeneous group: high-high-low,high-high-low,high-low-low)× 2(sample type: simple,complex)two-factor mixed experimental design with 306 study participants to examine the learning transfer effects of cooperative sample learning in mathematics for elementary school students in three heterogeneous groups.The results showed that(1)the main effect of sample type on the distant transfer test scores of cooperative sample learning was significant,i.e.,the distant transfer learning effect of simple cooperative sample learning was better.There was an interaction between group type and sample type: simple cooperative sample learning in the high and low level groups and complex cooperative sample learning in the high,high and low level groups were more effective in transferring learning.Motivation was stronger for simple cooperative sample learning in the high and low level groups.(2)The main effect of heterogeneous group type and learning motivation was significant,i.e.,the learning motivation of cooperative sample learning was significantly higher in the high-high-low group than in the high-high-low group,and the learning motivation of cooperative sample learning was significantly higher in the high-high-low group than in the high-low group;the main effect of sample type and learning motivation was significant,i.e.,the learning motivation of cooperative sample learning was significantly better in the complex sample than in the simple sample;the interaction between heterogeneous group type and sample type There was a significant interaction between heterogeneous group types and sample types,specifically,the learning motivation of cooperative simple samples was significantly higher than that of high and low level groups.Teaching insights: effective teaching insights of cooperative sample learning:consider students’ needs,provide reasonable teaching explanations,and promote the effectiveness of cooperative sample learning;reasonably arrange cooperative learning,cultivate students’ cooperative consciousness,and optimize the effectiveness of cooperative sample learning;carry out effective cooperative grouping based on students’ existing learning levels,and improve the effectiveness of cooperative sample learning.Inspiration for sample design: reasonable selection of sample material content;coordinated integration of sample internal structure;effective selection of sample perception path;appropriate presentation of sample material quantity.Insights into the design of teaching explanation samples: provide teaching explanations on demand;highlight logical explanations;design teaching explanations rationally. |
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